Abstract

Educational reform in Thailand emphasizes the development of human resources with quality, morality, knowledge, and adaptability to change, requiring teacher education institutions to continuously improve curricula in alignment with national policies and professional standards. This study aimed to evaluate curriculum implementation using a multi-method evaluation approach to generate lessons learned, assess implementation effectiveness, and propose guidelines for curriculum improvement. The study focused on the Bachelor of Education (4-year program), Revised Version B.E. 2562 (2019), Faculty of Education, Srinakharinwirot University, and was conducted in three phases corresponding to the research objectives. The qualitative findings identified 11 key areas related to curriculum implementation: curriculum structure; courses and learning outcomes; the student selection process; instructor characteristics; learning activities; learning assessment; student promotion and development; student quality based on expected learning outcomes; the students’ teaching license examination; the curriculum management information system; and teacher professional training. The quantitative results indicated that both instructors and students perceived the curriculum implementation to be appropriate at a high level (M(instructors) = 4.03, SD = 0.44; M(students) = 4.06, SD = 0.55). Based on the findings, guidelines for curriculum improvement were proposed across three main aspects: curriculum structure and management, curriculum communication, and learning processes and assessment. The findings provide practical guidance for curriculum development and policy decision-making. The application of the proposed guidelines may be driven by a faculty-level working group in collaboration with internal and external stakeholders to enhance curriculum quality and ensure alignment with intended learning outcomes in future curriculum revisions.

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