Abstract

Digital technologies, smart learning environments, and generative artificial intelligence (GenAI) are reshaping language learning and writing instruction. This study aimed to (1) synthesize a creative writing framework for secondary school students within a smart Thai language learning environment and (2) evaluate its suitability through expert validation. A two-phase framework development and validation design was employed. Phase 1 used a PRISMA 2020-informed document synthesis. Twenty-four records retrieved from Scopus, ERIC, ThaiJO, and Google Scholar (2019-2025) were independently screened by two reviewers (title/abstract κ = .82; full text κ = .87), yielding eight core sources for thematic synthesis. Phase 2 involved five purposively selected experts who evaluated the framework using a 35-item instrument covering seven domains and five evaluation criteria. Content validity was established by three independent specialists (IOC = .67-1.00, M = .89), and pilot testing indicated satisfactory internal consistency (Cronbach’s α = .86, n = 9). Data were analysed using descriptive statistics and Kendall’s coefficient of concordance. The synthesis produced a layered framework comprising a Thai-language-specific foundation; a core transformation chain of creative thinking, writing process, and language expression; scaffolding mechanisms involving digital learning support, AI-assisted writing, and feedback, revision, and reflection; and ethical and responsible technology use as a cross-cutting governance principle. Experts rated the framework very highly (M = 4.69, SD = 0.48), with significant concordance across domains (W = .69, χ²(6) = 20.69, p = .002). The framework provides a theoretically grounded structure for designing and evaluating AI-supported creative writing instruction in secondary Thai language education.

This work is licensed under a Creative Commons Attribution 4.0 License.