DEVELOPMENT OF THE CURRICULUM FRAMEWORK OF THAKSIN UNIVERSITY DEMONSTRATION SCHOOL IN ELEMENTARY LEVEL BASED ON THE THEORY OF MULTIPLE IINTELLIGENCES AND THE UNESCO SCHOOL OF HAPPINESS CONCEPT

Abstract

This research aimed to 1) investigate stakeholders’ expectations regarding the design and development of the curriculum framework for the Demonstration School of Thaksin University (Elementary Division) at the primary education level based on the Multiple Intelligences Theory and UNESCO’s Happy School concept 2) examine the components of the curriculum framework 3) study the participation of stakeholders and experts in the curriculum framework development and 4) evaluate the curriculum framework. A mixed-methods research design, incorporating both quantitative and qualitative approaches, was employed. The target groups included university administrators, the demonstration school board committee, experts, and stakeholders. Research instruments consisted of questionnaires, interviews, evaluation forms, and focus group discussion issues. Data were analyzed using content analysis and basic statistics, including percentage, mean, and standard deviation.

          The research findings revealed that: 1) stakeholders expected the curriculum to emphasize self-directed learning, adaptability to change, appropriate use of technology, and parental involvement, while fostering students’ potential and talents in accordance with the Multiple Intelligences Theory and UNESCO’s Happy School concept 2) the curriculum framework consisted of foundational components, namely philosophy, mission, values, uniqueness, and identity, as well as key components including vision, goals, learner quality, competencies, characteristics, learning outcomes, learning time structure, learning management, media and technology, assessment and evaluation, and curriculum administration 3) the participation of stakeholders and experts in the curriculum framework development was at the highest level and 4) the evaluation results of the curriculum framework were at a high level in terms of appropriateness, coherence, and feasibility for practical implementation.