ข้อเสนอแนะเชิงนโยบายเพื่อลดความเหลื่อมล้ำทางการศึกษา: มุมมองทฤษฎีความโกลาหล
Article Sidebar
Main Article Content
บทคัดย่อ
บทความนี้นำเสนอการประยุกต์ใช้ทฤษฎีความโกลาหลในระบบการศึกษาเพื่อเปิดเผยความซับซ้อนและความไม่แน่นอนที่มีอยู่ โดยทฤษฎีนี้เสนอแนวทางใหม่ในการทำความเข้าใจและลดความเหลื่อมล้ำทางการศึกษา ผ่านการวิเคราะห์การปรับตัวของการเรียนรู้เฉพาะบุคคลและการสร้างเครือข่ายความร่วมมือ ประกอบกับยังได้เสนอแนะแนวทางเชิงนโยบายที่เน้นการเปลี่ยนแปลงวิธีการเรียนรู้ โดยมุ่งเน้นไปที่การขจัดอุปสรรคเชิงระบบ การปรับการเรียนรู้ให้ตรงกับความต้องการของนักเรียน การมีส่วนร่วมของชุมชน การบูรณาการเทคโนโลยี และการประเมินผลอย่างต่อเนื่อง เพื่อให้เกิดความเท่าเทียมทางการศึกษาสำหรับทุกคน นอกจากนี้ ยังเน้นย้ำถึงความจำเป็นในการเปลี่ยนแปลงเชิงระบบอย่างลึกซึ้งและการนำทฤษฎีร่วมสมัยมาใช้ในการสร้างสรรค์แนวทางแก้ไขที่มีประสิทธิภาพ เพื่อให้เกิดการศึกษาที่มีความยืดหยุ่นและตอบสนองต่อความต้องการของผู้เรียนในอนาคต
Article Details
เอกสารอ้างอิง
Afzal, A., Khan, S., Daud, S., Ahmad, Z. & Butt, A. (2023). Addressing the Digital Divide: Access and Use of Technology in Education. Journal of Social Sciences Review, 3(2), 883-895.
Akmansoy, V. & Kartal, S. (2014). Chaos Theory and its Application to Education: Mehmet Akif Ersoy University Case. Educational Sciences: Theory and Practice, 14(2), 510-518.
Alsop, S. & Bencze, L. (2020). Reimaging Science and Technology Education in the COVID-19 Portal. Journal for Activist Science & Technology Education, 11(2), 1-7.
Balyer, A., Ozcan, K. & Yildiz, A. (2017). Teacher Empowerment: School Administrators Roles. Eurasian Journal of Educational Research, 70, 1-18.
Bienkowski, M., Feng, M. & Means, B. (2012). Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics: An Issue Brief. Washington, D.C.: U.S. Department of Education, Office of Educational Technology.
Biswas, H. R., Hasan, M. & Bala, S. K. (2018). Chaos Theory and Its Application in Our Real Life. Barishal University Journal, 1(5), 123-140.
Borzillo, S. & Kaminska-Labbe, R. (2011). Unravelling the Dynamic of Knowledge Creation in Communities of Practice Though Complexity Theory Lenses. Knowledge Management Research & Practice, 9, 353-366.
Bosca, H. D. (2023). Comfort in Chaos: A Sensory Account of Climate Change Denial. Society and Space, 4(1), 170-187.
Buabeng-Andoh, C. (2012). Factors Influencing Teachers’ Adoption and Integration of Information and Communication Technology into Teaching: A Review of the Literature. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8(1), 136-155.
Cambel, A. B. (1993). Applied Chaos Theory: A Paradigm for Complexity. San Diego: Academic Press.
Cornett, A., Paulick, J. & Hover, S. (2020). Utilizing Home Visiting to Support Differentiated Instruction in an Elementary Classroom. School Community Journal, 30(1), 107-137.
Daling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B. & Osher, D. (2020). Implications for Educational Practice of the Science of Learning and Development. Applied Development Science, 24(2), 97-140.
Dayagbil, F. T., Palompon, D. R., Garcia, L. L. & Olvido, M.M.J. (2021). Teaching and Learning Continuity Amid and Beyond the Pandemic. Frontiers in Education, 6, 1-12.
Dijk, M. (2021). A Complex Dynamical Systems Approach to the Development of Feeding Problems in Early Childhood. Appetite, 157, 1-14.
Dipendra, K. C. (2023). Technology in Education: A Case Study on Thailand. Paris: UNESCO.
Green, C., Mynhier, L., Banfill, J., Edwards, P., Kim, J. & Desjardins, R. (2021). Preparing Education for the Crises of Tomorrow a Framework for Adaptability. International Review of Education, 66, 857-879.
Husaini, Y. A. & Shukor, N. S. A. (2022). Factor Affecting Students’ Academic Performance: A Review. Res Militaris, 12(6), 284-294.
Irawan, B., Simon, J. C., Alif, M. Z., Saliman, A. R., Fatmawati, E. & Judijanto, L. (2024). Addressing Educational Inequality Through Sustainable Policies: An Evaluation from the Education Policy and SDGs Perspective in Indonesia. Journal of Law and Sustainable Development, 12(1), 1-29.
Iyer, S. S., Seetharaman, A. & Ranjan, B. (2021). The Changing Stakeholder Roles, Responsibilities and Expectations in Sustainable Modern Education. in The European Conference on Education, (1-25). London: Institute of Education.
Kar, B. (2021). Chaos, Complexity and Resilience: A Review and Research Agenda. Parikalpana-KIIT Journal of Management, 17(2), 9-28.
Kara, N. & Sevin, N. (2013). Adaptive Learning Systems: Beyond Teaching Machines. Contemporary Education Technology, 4(2), 108-120.
Kennedy, M. M. (2016). How Does Professional Development Improve Teaching?. Review of Education Research, 86(4), 945-980.
Khethiwe, D. (2023). Education and Social Inequality in Africa: Gender, Poverty, and Regional Disparities. Research and Advances in Education, 2(8), 52-65.
Koontz, T. M., Gupta, D., Mudliar, P. & Ranjan, P. (2015). Adaptive Institution in Social-Ecological Systems Governance: A Synthesis Framework. Environmental Science & Policy, 53, 139-151.
Kozleski, E.B. & Proffitt, W. (2020). A Journey Towards Equity and Diversity in the Educator Workforce. Teacher Education and Special Education, 43(1), 63-84.
Kozuh, I., Jeremic, Z., Sarjas, A., Bele, J. L., Devedzic, V. & Debevc, M. (2015). Social Presence and Interaction in Learning Environments: The Effect on Student Success. Educational Technology & Society, 18(1), 223-236.
Ludpa, Y. (2016). Corrupt Problem in the Thai Education System. APHEIT Journal, 5(1), 66-76.
Madani, R. A. (2019). Analysis of Education Quality, a Goal of Education for All Policy. Higher Education Studies, 9(1), 100-109.
Mhlongo, S., Mbatha, K., Ramatsetse, B. & Dlamini, R. (2023). Challenges, Opportunities, and Prospects of Adopting and using Smart Digital Technologies in Learning Environment: An Iterative Review. Heliyon, 9, 1-20.
Muhammad, A., Idris, M. B., Ishaq, A. A. & Abdullah, A. K. (2023). The Butterfly Effect and its Implications for Resilience in Complex Socio-Ecological Systems. Journal of Environmental Science and Economic, 2(2), 38-49. https://doi.org/10.56556/jescae.v2i2.533
OECD & UNESCO. (2016). Education in Thailand: An OECD-UNESCO Perspective, Reviews of National Policies for Education. Paris: OECD Publishing.
OECD. (2016). Innovating Education and Education for Innovation: The Power of Digital Technologies and Skills. Paris: OECD Publishing.
Phillips, M.J. (2023). Towards a Social Constructionist, Criticalist, Foucauldian-informed Qualitative Research Approach Opportunities and Challenges. SN Social Sciences, 3, 1-25.
Roy, M. & Giraldo-Garcia, R. (2018). The Role of Parental Involvement and Social/Emotional Skills in Academic Achievement Global Perspectives. School Community Journal, 28(2), 29-46.
Ruechakul, P., Erawan, P. & Siwarom, M. (2015). Empowering Communities in Educational Management: Participatory Action Research. International Education Studies, 8(9), 65-78.
Samuels, A. J. (2018). Exploring Culturally Responsive Pedagogy: Teachers’ Perspectives on Fostering Equitable and Inclusive Classrooms. SRATE Journal, 27(1), 22-30.
Shadreck, M. (2012). Quality Rural Secondary School Education in Zimbabwe Challenges and Remedies. Journal of Emerging Trends in Educational Research and Policy Studies, 3(5), 768-774.
Shahbazi, M., Bunker, D. & Sorrell, T.C. (2023). Communicating Shared Situational Awareness in Time of Chaos: Social Media and the COVID-19 Pandemic. Journal of the Association for Information Science and Technology (JASIST), 74, 1185-1202.
Smith, W.C. & Benavot, A. (2019). Improving Accountability in Education: The Importance of Structured Democratic Voice. Asia Pacific Education Review, 20, 193-205.
Surakarn, A., Junprasert, T., Chaiakkarakkan, N., Peungposop, N. & Boonlop, R. (2020). Active Learning and its Outcomes: A Case Study from the Education Reform Project in Thailand. The Journal of Behavioral Science, 15(1), 34-51.
Todd, R. W., Pansa, D., Jaturapitakkul, N., Chanchla, Pojanapunya, P., Tepsuriwong, S., Towns, S. G. & Trakulkasemsuk, W. (2021).
Assessment in Thai ELT: What do Teachers Do, Why, and How can Practices Be Improved?. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 627-649.
Ulferts, H. (2021). Teaching as a Knowledge Profession: Studying Pedagogical Knowledge across Education System, Educational Research and Innovation. Paris: OECD Publishing.
Weichhart, G. (2014). The Learning Environment as a Chaotic and Complex Adaptive System. Systems, 1(1), 36-53.
