Exploring STEM and Coding Development for Thai Youth Through a System Theory Perspective

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Suthida Chamrat Nattee Suree Pornrat Wattanakasiwich Arnan Sipitakiat Suntonrapot Damrongpanit Pradthana Jaipong Monnapat Manokarn

Abstract

          This study explores the development of STEM and coding competencies in Thai youth, employing a systems theory framework to examine various elements like input, process, output, and environment. Utilizing a mixed-method approach, the research gathered data from a diverse group including 1,400 respondents comprising K-12 teachers, educational supervisors, school administrators, higher education instructors, parents, pre-service teachers, and a general audience. The quantitative data, derived from a comprehensive 30-item questionnaire, revealed that 57.7% of the respondents were K-12 teachers, indicating a strong interest in STEM and coding education at the primary and secondary levels. Additionally, qualitative insights were gleaned from an expert focus group, consisting of eight multi-disciplinary STEM and coding experts. This group provided valuable perspectives on the current state of STEM and coding in Thailand, emphasizing its growing significance and identifying gaps in the development of innovative and entrepreneurial skills among youth.


          The findings identify crucial areas for improvement in the Thai STEM and coding education ecosystem. It highlights the need for more inclusive and collaborative strategies that involve a wide range of stakeholders, including parents and non-educational sector individuals, to enhance the effectiveness of STEM education. The research suggests integrating coding into curriculums, developing comprehensive teacher training programs, and fostering partnerships between schools, universities, and industries. These steps aim to bridge the gap between theoretical learning and practical coding skills vital for the workforce. Moreover, the inclusion of Artificial Intelligence (AI) in education is emphasized as crucial for preparing students for future professional domains where AI plays a significant role. The study’s findings and recommendations offer a roadmap for transforming STEM education and coding in Thailand, ensuring it aligns with the evolving demands of the digital age and contributes to the country’s economic growth and workforce development.


Keywords: Ecosystem, Competency, Coding, System Theory, STEM Education

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How to Cite
CHAMRAT, Suthida et al. Exploring STEM and Coding Development for Thai Youth Through a System Theory Perspective. Journal of Community Development Research (Humanities and Social Sciences), [S.l.], v. 17, n. 1, p. 31-51, mar. 2024. ISSN 2985-0231. Available at: <https://www.journal.nu.ac.th/JCDR/article/view/Vol-17-No-1-2024-31-51>. Date accessed: 02 dec. 2024. doi: https://doi.org/10.14456/jcdr-hs.2024.3.