Cultivating Thai Business Chinese Teachers’ Intercultural Teaching Competence through Mozi’s Tripartite Benchmark Approach
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บทคัดย่อ
This study aimed (1) to examine the current level and priority needs of commercial culture teaching competence among Business Chinese teachers in Thailand, (2) to investigate the effects of cultural source interpretation, evidence-based case analysis, and teaching application on overall commercial culture teaching competence, and (3) to develop and evaluate a Mozi-inspired competence development model for Thai Business Chinese teachers. The research employed a quantitative design. Data were collected from 50 Business Chinese teachers working at 20 higher education institutions in Thailand through a five-point Likert-scale questionnaire. The instrument consisted of 27 items covering cultural source interpretation, evidence-based case analysis, and teaching application. Five experts evaluated the questionnaire and the proposed model. Data were analyzed using descriptive statistics, reliability analysis, the Modified Priority Needs Index, Pearson correlation, multiple regression, and expert evaluation.
The research results were found as follows: (1) The overall level of commercial culture teaching competence was moderate. Cultural source interpretation represented the highest priority need, followed by evidence-based case analysis and teaching application. (2) Cultural source interpretation, evidence-based case analysis, and teaching application significantly predicted overall commercial culture teaching competence. Teaching application had the strongest effect, followed by evidence-based case analysis and cultural source interpretation. (3) The Mozi-Inspired Three-Stage and Five-Dimension Competence Model, or MTC Model, was developed by integrating Ben Zhi Zhe, Yuan Zhi Zhe, and Yong Zhi Zhe. Expert evaluation confirmed that the model demonstrated high levels of propriety, accuracy, feasibility, and utility.
The study provides a systematic framework for connecting cultural foundations, comparative business evidence, classroom application, and reflective evaluation. It offers practical guidance for teacher education, curriculum development, and localized Business Chinese instruction in Thailand.
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