Developing a Policy-Oriented Educational Ecosystem: Mechanisms to Enhance Innovative Administration and Learning for Transformation in Private Islamic Schools in Pattani Province, Southern Thailand
Keywords:
collaborative mechanism, Islamic Schools, innovative administration, learning ecosystem, learning managementAbstract
This study aims to develop a policy-oriented collaborative educational ecosystem to enhance innovative administration and learning in private Islamic schools in Southern Thailand. The research has three objectives: (1) to analyze existing conditions and stakeholder expectations regarding collaborative mechanisms, (2) to design and develop a policy-oriented collaborative educational ecosystem, and (3) to examine its impact on educational quality enhancement. A qualitative Participatory Action Research (PAR) approach was employed, involving 175 stakeholders from 30 private Islamic schools in Pattani Province. Participants included school administrators, teachers, policymakers, community representatives, and private-sector stakeholders. Data were collected through semi-structured interviews, focus group discussions, and participatory workshops and were analyzed using thematic analysis. The findings revealed three key outcomes. First, existing collaborative mechanisms were fragmented and characterized by a lack of shared vision, coordinated structures, effective communication, and sustainable support systems. Stakeholders expressed strong expectations for improving student learning outcomes, strengthening competency-based curricula, enhancing teacher capacity, and promoting learner-centered education. Second, a policy-oriented collaborative educational ecosystem was developed through the establishment of a multi-level mechanism, including a formally recognized subcommittee that strengthened coordination, collective action, and policy integration among stakeholders. Third, the mechanism demonstrated positive impacts on educational quality enhancement, particularly through improved management coordination and the advancement of learner-centered, competency-based teaching and learning practices. This study contributes a context-responsive, ecosystem-based framework that integrates governance, collaboration, and pedagogy, offering a scalable model for strengthening educational quality in private Islamic schools.
References
Aree, S., & Rahman, S. M. A. (2016). Integrated Islamic education in Southern Thailand and Northern Malaysia: Reforms and challenges. Journal of Human Rights and Peace Studies, 2(2), 75–106.
Assalihee, M. (2025). Islamic education in Thailand: History, institutions, and future pathways. Faculty of Islamic Sciences, Prince of Songkla University.
Attijani, M. D. S., Mutholingah, S., Rosidin, R., & Eyra, S. (2025). Navigating curriculum integration in minority contexts: Challenges and cultural dynamics of integrated Islamic education in Pattani, Thailand. J-PAI: Jurnal Pendidikan Agama Islam, 12(1), 66–79. https://doi.org/10.18860/jpai.v12i1.36666
Baka, M. (2011). The integration of contents and learning standards for level 3 of Islamic private schools in southern border provinces of Thailand [Master’s thesis, Prince of Songkla University].
Bringle, R. G., & Hatcher, J. A. (2002). Campus–community partnerships: The terms of engagement. Journal of Social Issues, 58(3), 503–516.
Bronfenbrenner, U. (2000). Ecological systems theory. In A. E. Kazdin (Ed.), Encyclopedia of psychology (Vol. 3, pp. 129–133). Oxford University Press.
Bryson, J. M., Crosby, B. C., & Stone, M. M. (2006). The design and implementation of cross-sector collaborations: Propositions from the literature. Public Administration Review, 66(Suppl. 1), 44–55. https://doi.org/10.1111/j.1540-6210.2006.00665.x
Chevalier, J. M. (2019). Participatory action research: Theory and methods for engaged inquiry. Routledge.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
De Medeiros, J. F., Ribeiro, J. L. D., & Cortimiglia, M. N. (2014). Success factors for environmentally sustainable product innovation: A systematic literature review. Journal of Cleaner Production, 65, 76–86.
Fragkaki, M., Mystakidis, S., & Filippousis, G. (2020). Work-in-progress—Design and evaluation of an augmented and virtual reality flipped-learning course for K–12 educators. In 2020 6th International Conference of the Immersive Learning Research Network (iLRN). IEEE. https://doi.org/10.23919/iLRN47897.2020.9155200
Gunawan, G., & Lestari, A. (2021). Al-Ghazali’s thoughts on education and its relevance to Islamic education in the millennial era. AJIS: Academic Journal of Islamic Studies, 6(1), 103–116.
Hargreaves, A., & O’Connor, M. T. (2018). Collaborative professionalism: When teaching together means learning for all. Corwin Press.
Harris, A., & Jones, M. (2017). Leading professional learning: Putting teachers at the centre. Professional Development in Education, 43(3), 331–333.
Kaewthep, K. (2022). Empowerment and community-based research. Local Research Foundation.
Kuakul, Y., & Wae-useng, N. (2017). Problems of academic affairs administration of Islamic private schools in southern border provinces. AL-NUR Journal, 12(23), 123–133.
Kuakul, Y., Wae-useng, N., & Ha, R. (2021). Islamic studies provision in public schools: States, problems, and developmental guidelines. Journal of Islamic Studies, 12(1), 14–26.
Lateh, A., Thongsuk, J., Machae, D., Masae, A., Lateh, A., Khongpheng, N., & Pooteh, R. (2025). Islamic private schools in Southern Thailand: Prospects and future management models. Educational Process: International Journal, 19, Article e2025583. https://doi.org/10.22521/edupij.2025.19.583
Liow, J. C. (2009). Islamic education in southern Thailand: Negotiating Islam, identity, and modernity. In R. W. Hefner (Ed.), Making modern Muslims: The politics of Islamic education in Southeast Asia (pp. 141–171). University of Hawai‘i Press. https://doi.org/10.1515/9780824863463-006
Majumdar, A. (2019). Thematic analysis in qualitative research. In Qualitative techniques for workplace data analysis. IGI Global.
Manyunu, M. (2021). Pattani model: Innovation development and educational ecosystem enhancement to improve learning quality in multicultural areas of Pattani Province [Research report]. Fatoni University.
Moslimany, R., Otaibi, A., & Shaikh, F. (2024). Designing a holistic curriculum: Challenges and opportunities in Islamic education. Journal on Islamic Studies, 1(1), 52–73. https://doi.org/10.35335/beztg009
Narongraksakhet, I., & Hayimasae, N. (2010). New theory on Muslim educational institutions in southern border provinces: Unrevealed truths. Salatan Research and Academic Affairs.
National Institute of Educational Testing Service. (2025). Summary report of O-NET test results for Grade 12, academic year 2567. https://www.niets.or.th/th/content/download/26589
Office of the Education Council Secretariat. (2020). Participation in educational management by civil society/stakeholders according to the draft National Education Act. Ministry of Education.
Office of the Private Education Commission. (2023). Annual report 2023. Ministry of Education.
Palma, R., Corcho, O., Gómez-Pérez, A., & Haase, P. (2011). A holistic approach to collaborative ontology development based on change management. Journal of Web Semantics, 9(3), 299–314.
Panich, V. (2018). Creating learning for the 21st century. Siam Commercial Foundation.
Raihani, R. (2017). Exploring Islamic school leadership in a challenging southern Thailand context. Studia Islamika, 24(2), 271–293.
Royal Thai Government Gazette. (2019). Educational Innovation Area Act, B.E. 2562 (2019). Royal Thai Government Gazette, 136(56A), 104–113.
Runcharoen, T. (2007). School administration in the era of educational reform. Expert Net. Suherman, D. (2025). Innovation in educational administration for effective learning environments. Journal of Modern Style on Educational Research, 1(2), 54–63. https://ejournal.ipubdigi.com/index.php/jomster/article/view/10
Sungtong, E. (2021). Development of collaborative mechanisms for driving educational innovation areas to enhance educational quality through management innovation and learning management of schools in Pattani Province [Research report]. Prince of Songkla University.
Taufikin, T., Nurhayati, S., Muzakki, A., & Adeoye, M. A. (2025). Navigating modern challenges in Islamic religious education in urban Muslim communities. Akademika: Jurnal Pemikiran Islam, 30(1), 91–116. https://doi.org/10.32332/akademika.v30i1.10396
UNESCO Global Network of Learning Cities. (2015). Guidelines for building learning cities. UNESCO Institute for Lifelong Learning.
Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences, 15(3), 398–405. https://doi.org/10.1111/nhs.12048
Waehama, M., Songmuang, J., Assalihee, M., Boonsuk, Y., & Saithon, S. (2021). Twenty-first century desirable characteristics of Islamic studies learners in Thai private Islamic schools. Journal of Information and Learning, 32(2), 40–50.
Wongyai, W., & Phatthaphon, M. (2019). Developing innovative creativity skills. Center for Leadership in Curriculum and Learning Innovation.
