Abstract

This qualitative study explores the Thai-Lao co-cultural identities and develops guidelines for integrating these identities into cultural studies curricula. Data were collected through semi-structured interviews with 14 stakeholders in education and cultural preservation from both the Kingdom of Thailand and Lao PDR. Thematic analysis was employed to interpret the data, focusing on historical, literary, and belief systems that characterize Thai-Lao co-cultural identities. The findings highlight key aspects of these identities and propose a curriculum framework that addresses cognitive, psychomotor, and affective learning domains. This framework is designed to enhance students’ understanding of their cultural heritage and to foster intercultural competence. The study contributes to the fields of cultural studies and education by offering insights into the integration of co-cultural identities into educational practices, promoting a richer, more inclusive educational experience.

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