Developing a Transnational Collaborative Dual Education Model for China–Thailand Vocational Cooperation in the Eastern Economic Corridor
Article Sidebar
Main Article Content
Abstract
Background and Aim: The expansion of Chinese manufacturing investment in Thailand's Eastern Economic Corridor (EEC) has widened the gap between workforce competencies demanded by transnational enterprises and those produced by existing vocational programs. Thailand's dual vocational system, while domestically effective, lacks the institutional architecture to support cross-border enterprise partnerships or cultivate the intercultural and civic dispositions that transnational workplaces require. This study aimed to (1) develop the Transnational Collaborative Dual Education (TCDE) Model integrating institutional, interface, pedagogical, and outcome layers for China–Thailand vocational cooperation, and (2) examine its effectiveness in enhancing technical competence, public mind, and cross-cultural literacy among dual vocational students. A particular emphasis of the study is its cross-cultural literacy component, which addresses a dimension largely absent from existing China–Thailand cooperation frameworks.
Materials and Methods: A Research and Development (R&D) design was employed across four phases: documentary and interview-based analysis; model construction grounded in the Transnational Triple Helix framework and the five-step Social Contribution-Based Learning process (I Think, I Find, I Try, I Do, I Get); expert validation using the Item-Objective Congruence (IOC) index assessed by nine specialists; and pilot implementation with 36 students enrolled in cooperative programs with Chinese-invested enterprises in the EEC.
Results: Expert evaluation placed overall model appropriateness at the highest level (x̄ = 4.58, S.D. = 0.41), with all IOC values falling between 0.80 and 1.00. Post-intervention public mind scores significantly exceeded pre-intervention levels (p < .05). Technical achievement surpassed the 75% criterion with statistical significance (p < .05), and cross-cultural literacy indicators showed marked improvement, particularly in workplace adaptation and collaborative problem-solving.
Conclusion: The TCDE Model provides a replicable framework for organizing transnational dual vocational education that moves beyond skill transmission to encompass civic consciousness and intercultural competence, with demonstrated effectiveness across institutional, pedagogical, and outcome dimensions.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright on any article in the International Journal of Sociologies and Anthropologies Science Reviews is retained by the author(s) under the under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Permission to use text, content, images, etc. of publication. Any user to read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose. But do not use it for commercial use or with the intent to benefit any business.
References
Bandura, A. (1977). Social learning theory. Prentice Hall.
Brameld, T. (1956). Toward a reconstructed philosophy of education. Dryden Press. https://archive.org/details/towardreconstruc0000theo?utm_source=chatgpt.com
Brown, T. (2008). Design thinking. Harvard Business Review, 86(6), 84–92.
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002
Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction (8th ed.). Pearson.
Eastern Economic Corridor Office. (2022). EEC progress report 2022: Investment and human capital development. Office of the Prime Minister, Royal Thai Government.
Etzkowitz, H., & Leydesdorff, L. (2000). The dynamics of innovation: From national systems and “Mode 2” to a Triple Helix of university–industry–government relations. Research Policy, 29(2), 109–123. https://doi.org/10.1016/S0048-7333(99)00055-4
Euler, D. (2013). Germany’s dual vocational training system: A model for other countries? Bertelsmann Stiftung. https://www.bertelsmann-stiftung.de/en/publications/publication/did/germanys-dual-vocational-training-system
Hoysang, S., Seekheio, D., & Yamrung, R. (2021). Developing a social contribution-based learning model with design thinking to enhance the public mind for dual vocational education students. Journal of Education, Prince of Songkla University, Pattani Campus, 32(1), 216–230. https://so02.tci-thaijo.org/index.php/edupsu/article/download/240550/168085
Joyce, B. R., Weil, M., & Calhoun, E. (1996). Models of teaching (5th ed.). Allyn and Bacon.
Kemp, J. E., Morrison, G. R., & Ross, S. M. (2002). Designing effective instruction (4th ed.). Merrill Prentice Hall.
Khamsroy, A. (2025). Vocational cooperation between Thailand and China in Thailand 4.0 era: A case study of the cooperation to develop manpower in the Thai-Chinese rail transport system between Thailand’s Banphai Industrial and Community Education College and China’s Wuhan Railway Vocational College of Technology. Journal of Sinology, 15(1), 57–86. https://so16.tci-thaijo.org/index.php/JSINO/article/view/2967
Krippendorff, K. (2018). Content analysis: An introduction to its methodology (4th ed.). SAGE.
Marope, P. T. M., Chakroun, B., & Holmes, K. P. (2015). Unleashing the potential: Transforming technical and vocational education and training. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000233030
Pilz, M. (2017). Policy borrowing in vocational education and training (VET): VET system typologies and the “6 P strategy” for transfer analysis. In M. Pilz (Ed.), Vocational education and training in times of economic crisis: Lessons from around the world (pp. 473–490). Springer. https://doi.org/10.1007/978-3-319-47856-2_25
Remington, T. F. (2018). Public-private partnerships in TVET: Adapting the dual system in the United States. Journal of Vocational Education & Training, 70(4), 497–523. https://doi.org/10.1080/13636820.2018.1450776
Srirabuddhi, M., Li, Z., & Li, Y. (2022). Thailand’s Luban Workshop in the EPIP teaching model. CSNP Journal, 71, 13–18.
Taechersai, S. (2025). Dual education creates quality in vocational education management. Ratthapirak Journal, 67(1), 98–109.
Wang, L. (2025). Research on key factors and effective pathways for the Luban Workshop's growth into a prominent international vocational education cooperation brand: An examination based on structuration theory. World Vocational and Technical Education, 1(3), 328–348. https://doi.org/10.1515/wvte-2025-0017
Zhu, Z., Abdul Kadir, S., & Abdullah, A. (2025). Internationalization evolution of vocational education in China (1949–2023): The knowledge mapping of research overview and hot trends. International Journal of Research and Innovation in Social Science, 9(5), 3700–3721. https://doi.org/10.47772/IJRISS.2025.905000281
