2025 IJRSE – Volume 14 Issue 13
Available Online: 10 July 2025
Author/s:
Wattnamongkol, Piyamon
Pituksil, Pacharakamol
Sangguean, Nawanun
Maneekiang, Phatharasuda
Saraphon, Phromrop
Leungphetngam, Ratchadaporn
Nateprakan, Naphat
National Chengchi University, Taiwan
Abstract:
This report explores the multifaceted challenges of implementing bilingual education in Thai public schools, focusing on the systemic and contextual barriers that limit its effectiveness and equity. As Thailand strives to enhance its global competitiveness and regional integration within ASEAN, bilingual education particularly programs like the English Program (EP), Mini English Program (MEP), and English for Integrated Studies (EIS) has become central to national education reform. However, the implementation of these models remains highly uneven, with significant disparities between urban and rural areas. Drawing on policy analysis and comparative research, this study identifies five key challenges: policy fragmentation, limited teacher training, regional inequality, inadequate infrastructure, and cultural tensions. The report highlights how these challenges intersect to undermine educational equity, teacher capacity, and student outcomes, especially in under-resourced communities. By examining experiences from Thailand, Singapore, and Malaysia, the report underscores the need for a coherent national framework, capacity-building initiatives, and culturally responsive pedagogy. The findings call for equity-based reforms that prioritize both linguistic competence and social inclusion, ensuring that bilingual education in Thailand moves beyond surface-level implementation toward meaningful transformation.
Keywords: bilingual education, Thailand, public schools, language policy, regional inequality
DOI: https://doi.org/10.5861/ijrse.2025.25207
Cite this article:
Wattnamongkol, P., Pituksil, P., Sangguean, N., Maneekiang, P., Saraphon, P., Leungphetngam, R., & Nateprakan, N. (2025). Challenges in implementing bilingual education in Thai public schools. International Journal of Research Studies in Education, 14(13), 75-82. https://doi.org/10.5861/ijrse.2025.25207