COMPETENCY-BASED IDENTITY CURRICULUM DEVELOPMENT TOWARDS SUSTAINABLE COMMUNITY DEVELOPMENT: A CASE STUDY OF BANKAENGCHATCHAWALITWITTAYA SCHOOL

Abstract

This article presents knowledge derived from the research and development process for an integrated local-wisdom curriculum at Bankaengchatchawalitwittaya School. It draws on documentary research by collecting, analyzing, synthesizing, and interpreting data from various documents and references to examine competency-based curriculum development. The findings show that 21st-century changes in economics, society, technology, and the environment require adaptation of the education system so that learners can develop competencies relevant to future life and work. Competency-based education has therefore been promoted as a key approach in Thai educational reform, emphasizing learners' ability to apply knowledge, skills, and attributes in practical situations. This need is reinforced by limitations in existing curricula, teaching methods, and assessment approaches that are misaligned with the modern global context. Developing a competency-based curriculum is therefore a crucial mechanism for improving learner quality, emphasizing curriculum flexibility, active learning, and competency-based assessment, while connecting learning to the community context. Using social capital, local wisdom, and local resources as the basis for learning design supports sustainable development. The case study of Bankaengchatchawalitwittaya School shows how local pottery-making wisdom, a significant cultural heritage of the community, can be integrated into curriculum development with knowledge, skills, and attributes tied to the community context. This led to the term “identity curriculum,” aimed at promoting awareness, appreciation, and the ability to apply knowledge to local development among learners. It is presented as an innovative approach to curriculum development that fosters sustainable community development.