Transforming Literacy Education : Experiential Learning Curriculum Design for Reading and Writing in Thai Private Schools within a Local Context DOI:

Abstract

This study aimed to (1) synthesize curriculum design principles for reading and writing literacy based on experiential learning, using a case study of stakeholders in private schools within a local context, and (2) propose curriculum design guidelines to enhance Thai reading and writing competencies among early primary school students. The research adopted a qualitative approach grounded in Kolb’s experiential learning theory and Suwimon Wongwanich’s educational design framework. Participants included 79 individuals across seven stakeholder groups : 30 parents of students in Grades 1-3, 30 students (10 per grade), 4 Thai language teachers, 1 educational officer (coordinating program implementation and ensuring quality standards), and 4 curriculum designers. Data were analyzed to extract design principles categorized into five components : (1) arguments emphasizing experiential learning, technology integration, and positive psychology; (2) substantive emphasis focused on reading fluency, writing ability, and integrated literacy; (3) procedural emphasis based on Kolb’s learning cycle, emotional support, and digital tools; (4) input such as teacher preparation and parental involvement; and (5) processes featuring real-world themes, reflection, and continuous feedback through Professional Learning Community. The proposed prototype curriculum comprises six key elements : arguments and needs, curriculum concepts, goals and vision, a modular structure (60 hours per year per grade), support systems, and curriculum attachments. It is designed to be context-sensitive and responsive to the challenges of private schools. Findings suggest that experiential learning with emotional and technological supports improves literacy education in under-resourced settings, contributing to Thailand's competency-based education reform.