Geography Olympiad Learning Spaces in Thai Society Context

Abstract

The objectives of this research were: 1) to investigate Geography Olympiad learning spaces in Thai society context, and 2) to propose good practices for the development and management of Geography Olympiad education in Thai society context. This study employed a qualitative research methodology. The data sources comprised two primary groups: 1) for the investigation of learning spaces, data were gathered from 45 Geography Olympiad instructors and relevant documents; and 2) for the identification of good practices , data were obtained from 12 key informants, including national team supervisors and teachers from schools with national representatives, along with related documentation, totaling 57 participants. The research instruments included interview schedules, observation forms, and document analysis forms. Data analysis involved both quantitative and qualitative approaches, with data validity ensured through triangulation. The findings are presented using descriptive analysis. The results of the study revealed that:

1) The investigate Geography Olympiad learning spaces in Thai society context reveals a transformative trajectory initiated by the royal initiative of Her Royal Highness Princess Maha Chakri Sirindhorn, who recognized the discipline’s significance and entrusted The Promotion of Academic Olympiad and Development of Science Education Foundation (POSN) with the mandate to advance operations and field national representatives for international competition. This impetus led to the establishment of POSN Geography Centers nationwide, catalyzing the expansion of multifaceted learning environments encompassing physical, virtual, social, and identity-expression spaces. Consequently, Geography Olympiad in Thailand is primarily driven by these centers through iterative enhancements in education management, particularly regarding human capital development, fiscal allocation, and linguistic proficiency for international communication. These developments reflect a burgeoning educational landscape that asserts the visibility of the field and fosters a new paradigm in contemporary geographic education. A comparative analysis of Geography Olympiad education management indicates a global convergence toward expanding learning spaces with the shared objective of cultivating elite student talent, though variations exist in the explicit emphasis on pedagogical innovation and the professional development of geography educators across different nations., 2) The propose good practices for the development and management of Geography Olympiad education in Thai society context reveals a comprehensive framework identified as the “Teacher SMILES” model. This framework comprises seven strategic dimensions: 1) Self-reformation toward becoming a professional teacher 2) Support, Sharing, and Network Collaboration 3) Good Management and Operation 4) Learners’ Perspective, Interest, and Potential 5) New Paradigms in Curriculum and Learning 6) Integration of English in Operations. and Learning And 7) Creating Surveyors through Field Study.