Abstract

This study aimed to develop a teacher-training curriculum on experiential learning aligned with the Thai Royal Education Policy. The research objectives were: 1) to assess teachers' training needs in experiential learning, 2) to develop the training curriculum based on the Thai Royal Education Policy framework, and 3) to evaluate teachers' satisfaction with the implemented curriculum. The curriculum was specifically designed to support vocational development among disadvantaged students in Rajaprajanugroh Schools in Thailand's southern border provinces. The population comprised 395 teachers from seven target schools, with a purposively sampled sample of 367 government teachers. Research instruments comprised: 1) a training needs assessment questionnaire (IOC = 1.00, α = .981), 2) a curriculum appropriateness evaluation form (IOC = 1.00), and 3) a satisfaction questionnaire (IOC = 0.80-1.00, α = .936). Data analysis employed descriptive statistics. Results revealed the highest level of training need in experiential learning. The developed curriculum received the highest appropriateness rating, and teacher satisfaction was also the highest. The findings indicate that the curriculum was perceived as appropriate and satisfactory by participating teachers and provides a practical framework for supporting experiential learning management aimed at vocational and life-skill development for disadvantaged students.

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