A Comparative Analysis of STEM Design Curriculum Policy for Country Development: A Case Study of Taiwan and Thailand

Abstract

   The aim of this comparative study is to analyze the STEM (Science, Technology, Engineering, and Mathematics) design curriculum policies in Taiwan and Thailand, focusing on their potential impact on national development.   The research examines three key areas: 1) STEM educational developmentpolicies; 2) curriculum frameworks; and 3) teacher professional development. The methods employed in this study include a comprehensive review of relevant literature, policy documents, and curriculum frameworks from both Taiwan and Thailand. The analysis involves a comparative approach to identify similarities, differences, and best practices in STEM education policies and implementation strategies. The results indicate that both Taiwan and Thailand recognize the importance of STEM education for driving innovation and economic growth. However, Taiwan demonstrates a more comprehensive STEM policy framework and a stronger commitment to developing a skilled workforce. Taiwan’s curriculum framework emphasizes hands-on, project-based learning, interdisciplinary integration, and the incorporation of modern technologies, fostering critical thinking, problem-solving, and collaborative skills among students. In contrast, Thailand is in the early stages of establishing STEM regulations and aligning curricula with industry needs. Thailand’s evolving curriculum framework shows promise in promoting creativity, critical thinking, and practical problem-solving abilities. Regarding teacher professional development, Taiwan has a well-established system of ongoing training and industry-school collaboration, while Thailand is in the process of creating a STEM teacher competency program.   The key conclusion of this study is that Taiwan’s well-developed STEM policy framework, with its focus on curriculum design and teacher professional development, demonstrates a more holistic approach to promoting STEM education compared to Thailand.   Despite Thailand’s early stage of implementation, the country is showing encouraging progress in aligning its STEM policies with national development goals. The findings suggest that a comprehensive and integrated approach to STEM education, encompassing policy development, curriculum design, and teacher professional development, is crucial for effectively promoting economic growth and innovation in both Taiwan and Thailand.