Teaching Thai Literature in Higher Education: Objectives, Challenges, and Instructional Design for Developing Higher-Order Thinking Skills

Abstract

The study of Thai literature is not solely aimed at developing linguistic proficiency and communication skills. It also serves the purpose of cultivating critical thinking processes, thereby enhancing students' higher-order thinking skills, which are essential for 21^st-century learners. The teaching of Thai literature serves three primary purposes: to promote knowledge, to provide entertainment and moral inspiration, and to enable practical application. However, at the higher education level, four critical challenges hinder the effective teaching and learning of Thai literature: instructional design, teacher-related factors, student-related factors, and external contextual factors. Thus, teachers play a crucial role in designing content and facilitating meaningful learning experiences. Based on a synthesis of existing knowledge, theories, and pedagogical approaches, this study proposes six key strategies for promoting higher-order thinking through Thai literature instruction in higher education: (1) active learning, (2) critical theory-based instruction following Habermas’s framework, (3) folklore-based teaching approaches, (4) the “initiate–connect–apply” process, (5) the development of instructional models, and (6) the integration of modern educational technologies. These strategies aim to support teachers in planning and implementing effective instruction that fosters learners’ knowledge, critical thinking skills, and positive attitudes toward the study of Thai literature.