A Driving Model for Administering Inclusive Education Institutions with a Multicultural Orientation in Prototype Schools in the Three Southern Border Provinces of Thailand
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| Title: | A Driving Model for Administering Inclusive Education Institutions with a Multicultural Orientation in Prototype Schools in the Three Southern Border Provinces of Thailand |
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| Language: | English |
| Authors: | Phumpanit Kongsang, Navarat Waichompu, Wan Dechphichai |
| Source: | Higher Education Studies. 2026 16(1):444-454. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Inclusion, Multicultural Education, Program Implementation, Models, Guides, Students with Disabilities, Cultural Influences, Educational Policy, Educational Practices, School Administration |
| Geographic Terms: | Thailand |
| ISSN: | 1925-4741 1925-475X |
| Abstract: | This research aims to: 1) develop a model for driving the administration of inclusive educational institutions with a multicultural orientation in prototype schools within the three southern border provinces; and 2) develop a manual for implementing the administration of inclusive educational institutions with a multicultural orientation in prototype schools in the three southern border provinces. The research process consisted of two phases. Phase 1 focused on developing a model for driving the administration of inclusive educational institutions based on multicultural learning in model schools within the three southern border provinces. This phase comprised three sequential steps. The first step involved examining the conditions for implementing inclusive educational administration based on multicultural learning through in-depth interviews with 16 key informants selected through purposive sampling. The second step entailed developing the administrative model for administering inclusive educational institutions with a multicultural orientation in prototype schools in the three southern border provinces of Thailand. The third step was to confirm the administrative model for administering inclusive educational institutions with a multicultural orientation in prototype schools in the three southern border provinces of Thailand through focus group discussions with 7 key informants, also selected through purposive sampling. The second phase of the study focused on developing a manual for implementing the SEAT-Bridge Model (S-B Model) in the prototype schools in the three southern border provinces. This phase consisted of two steps. The first step involved creating the implementation manual using data obtained from Phase 1. The second step entailed evaluating the manual through assessment by seven experts who examined the appropriateness, usefulness, feasibility, and accuracy of the manual based on three key considerations: format, content, and implementation procedures. Research results found that: 1) The model for guiding inclusive educational administration in multicultural model schools within the three southern border provinces is the SEAT-Bridge Model (S-B Model), which bridges between SEAT (Student, Environment, Activity, and Tool) and CSC (Classroom, School, and Community), the contextual layers of learning ecosystem. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505503 |
| Database: | ERIC |
| Abstract: | This research aims to: 1) develop a model for driving the administration of inclusive educational institutions with a multicultural orientation in prototype schools within the three southern border provinces; and 2) develop a manual for implementing the administration of inclusive educational institutions with a multicultural orientation in prototype schools in the three southern border provinces. The research process consisted of two phases. Phase 1 focused on developing a model for driving the administration of inclusive educational institutions based on multicultural learning in model schools within the three southern border provinces. This phase comprised three sequential steps. The first step involved examining the conditions for implementing inclusive educational administration based on multicultural learning through in-depth interviews with 16 key informants selected through purposive sampling. The second step entailed developing the administrative model for administering inclusive educational institutions with a multicultural orientation in prototype schools in the three southern border provinces of Thailand. The third step was to confirm the administrative model for administering inclusive educational institutions with a multicultural orientation in prototype schools in the three southern border provinces of Thailand through focus group discussions with 7 key informants, also selected through purposive sampling. The second phase of the study focused on developing a manual for implementing the SEAT-Bridge Model (S-B Model) in the prototype schools in the three southern border provinces. This phase consisted of two steps. The first step involved creating the implementation manual using data obtained from Phase 1. The second step entailed evaluating the manual through assessment by seven experts who examined the appropriateness, usefulness, feasibility, and accuracy of the manual based on three key considerations: format, content, and implementation procedures. Research results found that: 1) The model for guiding inclusive educational administration in multicultural model schools within the three southern border provinces is the SEAT-Bridge Model (S-B Model), which bridges between SEAT (Student, Environment, Activity, and Tool) and CSC (Classroom, School, and Community), the contextual layers of learning ecosystem. |
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| ISSN: | 1925-4741 1925-475X |
