Competency-Based Education for 21st Century Learners: A Comparative Analysis of Global Practices

Abstract

This academic article, “Competency-Based Education for 21st Century Learners: A Comparative Analysis of Global Practices,” aims to examine the conceptual foundations of Competency-Based Education (CBE), synthesize international practices, and discuss the applicability of these approaches within the Thai educational context. The study adopts a qualitative document analysis and conceptual synthesis approach, drawing upon academic literature and policy documents from international organizations and countries with advanced educational systems. The analysis indicates that Competency-Based Education has emerged as a central paradigm in modern education, emphasizing the holistic development of learners through the integration of knowledge, skills, and behavioral attributes. Key features of effective CBE practices include clearly defined learning outcomes, learner-centered instructional design, and continuous assessment aligned with demonstrated competencies rather than time-based measures. International experiences, particularly those promoted by organizations such as the OECD, UNESCO, and the European Union, reveal that the successful implementation of CBE depends on systemic alignment among educational policy, curriculum design, instructional practices, assessment systems, and teacher professional development. A comparative discussion highlights that, while Thailand has demonstrated a policy-level commitment to competency-based education and the development of 21st-century skills, significant challenges remain at the implementation level. These challenges include limited translation of competency frameworks into classroom practices, traditional assessment methods that prioritize content recall, and structural constraints faced by teachers. Such gaps suggest the need for a more integrated and practical approach to implementing CBE within the Thai education system. Based on the synthesized findings, this article proposes policy-oriented and practical recommendations aimed at strengthening teacher capacity, redesigning assessment systems, and fostering institutional support for competency-based learning. The article concludes that Competency-Based Education holds substantial potential to enhance the quality and relevance of Thai education, enabling learners to effectively navigate the complex social, economic, and technological challenges of the 21st century sustainably.