THE HOLISTIC DEVELOPMENT OF LEARNERS FOR THE FUTURE

Abstract

The concept of holistic learner development has garnered increasing attention in Thai education, particularly in the context of preparing students for the challenges of the 21st century. However, existing studies often lack an analytical framework that integrates core educational values, systemic enablers, and contextual conditions relevant to Thai schools. This article aims to synthesise key perspectives—both domestic and international—on holistic learner development and to propose an integrated conceptual framework for its implementation at the school level. The study employs a structured literature review covering the period from 1972 to 2024, encompassing both classical educational theories and contemporary models. Selection criteria focused on relevance and timeliness to ensure a comprehensive and in-depth understanding of holistic learner development in the 21st-century context. The findings are organised into three core dimensions: (1) the foundational values of holistic learner development in the Thai context, which emphasise a balance between academic knowledge, life skills, and moral integrity; (2) systemic drivers involving teachers, schools, communities, and policy frameworks, all of which must operate in coordination, guided by outcome indicators that reflect multidimensional learner growth; and (3) enabling conditions and risk factors, such as limitations in resources, time, and organisational culture. The article concludes with practical recommendations for key stakeholders, including classroom teachers, school leaders, families, communities, and policymakers. It also outlines future research directions, particularly the design and evaluation of holistic learning models suited to the digital age. The article offers policy-relevant insights aimed at advancing Thai education towards more sustainable and comprehensive learner development.