Comparative Study of Competencies in The Elementary School Curriculum of Thailand and Finland

Abstract

       This comparative study aims to examine the competencies and curriculum components of elementary education in Thailand and Finland, as well as to compare similarities and differences in competencies within the curricula of the two countries. The research employed a comparative documentary research design, using content analysis based on a competency-based curriculum framework. The analytical framework encompassed six dimensions: curriculum objectives, student competencies, subject content, instructional time structure, learning management approaches, and competency assessment and evaluation.

       The findings indicate that the curricula of both countries share a common objective of promoting holistic learner development. However, Finland places greater emphasis on cultural competencies, interaction, and socio-emotional development, whereas Thailand defines student competencies in a more systematic and structured manner. Regarding subject content, Thailand’s curriculum specifies learning areas in a clearly structured format, while Finland’s curriculum demonstrates greater flexibility and emphasizes interdisciplinary integration. In addition, Thailand allocates more instructional hours per year than Finland. Both countries emphasize student-centered learning; however, they differ in the degree of flexibility in learning design and assessment practices.

       The results suggest that differences between the curricula of the two countries primarily stem from structural conceptual approaches to competency formulation, subject content organization, and curriculum design. These findings may serve as useful guidelines for improving Thailand’s elementary school curriculum in alignment with the educational context of the 21st century.