Mechanisms to lifelong learning among instructors in Thai public universities : A critical realism mixed methods research
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2024
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2567
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296 leaves
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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Zhao, Guoxiang (2024). Mechanisms to lifelong learning among instructors in Thai public universities : A critical realism mixed methods research. Retrieved from: https://repository.nida.ac.th/handle/123456789/7110.
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Mechanisms to lifelong learning among instructors in Thai public universities : A critical realism mixed methods research
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Abstract
This research adopted the Critical Realism paradigm and utilized a mixed methods approach for a comprehensive analysis. The purposes of this research were:
1) To assess and describe the level of teachers’ epistemological beliefs and their
lifelong learning competencies. 2) To examine whether teachers' epistemological
beliefs significantly affect and predict lifelong learning competencies.3) To explore
and clarify Thai society's underlying mechanisms of lifelong learning.
The study employed a sequential explanatory mixed-methods design,
combining quantitative and qualitative methods to comprehensively examine the
relationships between instructors’ epistemological beliefs and their lifelong learning
competencies. The quantitative phase involved administering the Lifelong Learning
Competencies Scale to instructors from 20 Thai public universities, representing
diverse institutional types and categories. Multiple Regression Analysis was used to
identify whether teachers’ epistemological beliefs significantly affected lifelong
learning competencies. In the qualitative phase, in-depth interviews were conducted
with participants selected from various scoring groups in the quantitative survey,
including both high and low scorers, as well as experts in lifelong learning. Using
grounded theory, the qualitative analysis systematically identified, categorized, and
explored underlying causal mechanisms, offering an in-depth understanding of the
interactions and dynamics within the context of Thai higher education. This integrated
approach ensures a nuanced and holistic exploration of the study's objectives.
The quantitative findings revealed that instructors’ epistemological beliefs
significantly influenced lifelong learning competencies, Belief in the authority of
knowledge (DE = -0.514, p < 0.01) negatively impacted competencies by
discouraging critical thinking and adaptability, reflecting cultural tendencies in Thai
education that emphasized deference to authority. In contrast, belief in learning effort
(DE = 0.393, p < 0.01) positively predicted lifelong learning, highlighting the role of
effort-driven engagement in fostering self-directed learning.
The qualitative findings revealed two key mechanisms with the strongest
explanatory power for lifelong learning. First, Mechanism 2, "Authority Knowledge
as a Barrier to Lifelong Learning," was supported by both qualitative and quantitative
data, highlighting how epistemological beliefs and cultural norms constrained
learning behaviors. Second, Mechanism 3, "Knowledge Sharing as a Driver for
Lifelong Learning," demonstrated the transformative role of collaborative practices in
strengthening individual agency and institutional adaptability. These mechanisms
reflected the complex interplay of cultural, structural, and technological factors,
underscoring the need to cultivate educational environments that promoted inquiry,
inclusivity, and active engagement in lifelong learning.
This research provided valuable insights for policymakers and administrators
in higher education to design targeted support systems to enhance lifelong learning
competencies among university instructors. It underscored the importance of
addressing systemic barriers and fostering a supportive cultural and institutional
environment to meet the challenges posed by rapid societal changes and sustainable
development goals. The critical realist methodology proved particularly effective in
addressing complex social phenomena, offering a comprehensive understanding of
surface-level relationships and deeper causal mechanisms. The findings contributed to
the theoretical understanding of lifelong learning and provided practical
recommendations for advancing educational policies and practices in Thailand.
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Thesis (Ph.D. (Social Development Administration))--National Institute of Development Administration, 2024