Exploring teachers’ perspectives of competency-based education: A case study of Yala 2 district, Thailand
DOI:
https://doi.org/10.32890/pr2025.7.1Keywords:
Competency-based education, teacher perspectives, qualitative research, Thailand, educational policyAbstract
This study investigates teachers’ perspectives on Competency-Based Education (CBE) in Yala 2 District, Thailand, focusing on their understanding, instructional practices, and the challenges they face during its implementation. Using qualitative case study design, data were collected through semistructured interviews, and document analysis. Findings revealed that while teachers recognized CBE’s
potential to enhance critical thinking and real-world skills, they faced significant barriers including heavy workloads, limited resources, and unclear assessment frameworks. Even though Yala 2 teachers employed student-centred strategies such as hands-on activities and technology integration, they still require greater support through targeted training, policy clarification, and resource allocation to ensure
success of CBE. The study concludes that while CBE offers transformative benefits, systemic challenges must be addressed to achieve its full potential, particularly in rural and under-resourced areas. These findings provide actionable insights for policymakers to create more equitable and effective CBE implementation strategies.
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