Developing a Conceptual Framework of Instructional Model for Creating an Innovative Business Project: Applying the Sufficiency Economy Philosophy for Private Vocational Colleges in Bangkok, Thailand

Abstract

Vocational students in business programs become the future of the global workforce; this field requires innovation, given its added value. Importantly, the balance among profit, people, and the planet is greatly needed. Adaptability to sudden changes, such as pandemics or economic crises, is essential. This research developed a conceptual framework of instructional model for creating innovative projects applying the sufficiency economy philosophy (SEP), which aims to balance prosperity, society, environment, and culture with risk management for private vocational colleges in Bangkok, Thailand. The conceptual framework of instructional model was created from a literature review and empirical studies. Empirical data was gathered by studying current business project instructions from stratified random samples given by 250 teachers. The findings showed that instruction of basic business management, entrepreneurship, risk management, business innovation, and social responsibility are separate instead of integrated and applied to real situations. Furthermore, student business innovation in projects is low, while the suggestions to apply the SEP to business project instruction are high. The conceptual framework of instructional model consisted of instructions and assessments, based on design thinking, SEP, constructivist learning theory, and project-based learning. These instructions and assessments led to student learning outcomes that include the knowledge, skills, and attributes necessary to develop socially responsible, risk-manageable, and innovative business projects. Evaluation of the conceptual framework of instructional model’s feasibility by five experts resulted in high or very high ratings of all items.

Exploring the synergy between instructional design models and learning theories: A systematic literature review

“…Flipped classroom model (Diningrat et al, 2020) is an example of how IDMs incorporate problem-based instructional strategies, allowing students to engage with content in a more active and independent manner. Design thinking, constructivist learning theory, and project-based learning (Budhtranon et al, 2021) promote hands-on, problem-solving approaches in educational strategies. IDMs using these principles encourage students to apply knowledge to real-world scenarios.…”

“…Scalability: Some innovative approaches, such as the sufficiency economic philosophy in educational models (Budhtranon et al, 2021), may face challenges in scalability to a broader educational context. Cheung (2016) stresses the importance of an instructional design paradigm for a consistent learning experience, achieving such consistency across different courses and institutions can be challenging.…”

“…This can empower students to develop problem-solving skills and innovative thinking, preparing them to handle modern challenges. Budhtranon et al (2021) introduces an educational model based on the sufficiency economic philosophy. Educators can explore unique educational models to cater to specific learning needs and contexts.…”

“…Future research can explore the effectiveness of such initiatives in fostering these desired traits in learners and their impact on employability and problem-solving abilities. Budhtranon et al (2021) propose applying a teaching paradigm to business disciplines. Future research can investigate the transferability of this paradigm to different academic and professional contexts, examining its effectiveness in promoting entrepreneurship and innovation.…”