Integrated Framework for Digital-Era Public Administration Curricula: Insights from Thai and International Universities

Abstract

This paper examines the policy directions in relation to developing digital personnel, generalizes the aspects of incorporating digital subjects in the curriculum of public administration, and recommends a conceptual framework for designing a curriculum in public administration in the digital era. The documentary analysis of international and national policy papers, six public administration curricula, and academic literature was conducted through the use of qualitative research. These findings suggest that the national and international policy of developing personnel focuses on artificial intelligence, data analytics, cybersecurity, digital citizenship, lifelong learning, and university-government collaboration to support the development of digital competency. There are five dimensions under which the curriculums were explored: digital foundational competencies; digital technology and public management; data use and policy analysis; legal, ethical, and digital citizenship; and integrating innovation, technology, and public development. The study also recommends an integrated conceptual framework of digital public administration curricula, which encompasses policy inputs, curriculum design processes, and learning outcomes. This work contributes to the further empowerment of digital education within the field of public administration by providing a model of policy-to-curriculum integration that would help universities and policymakers to synchronize the policy intent and the curriculum in practice.