ENGLISH AS A CATALYST FOR THAILAND’S SUSTAINABLE DEVELOPMENT: THREE HURDLES IN THE DEVELOPMENT PATHWAY
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Abstract
English has consolidated its status as a critical catalyst for sustainable development in the 21st century across various domains, including education. Recognizing this strategic role, Thailand has implemented sustained reforms to improve national English proficiency. Despite these efforts, empirical evidence consistently indicates that Thai learners’ English proficiency remains unsatisfactory. This article examines Thailand’s English language education landscape during the past decade by focusing on three major turning points that have shaped the trajectory of English education in Thailand: the nationwide adoption of the CEFR in 2016, the disruption caused by the COVID-19 pandemic, and the rapid emergence of generative AI use in education. Analyzing these developments as interconnected “hurdles,” the article argues that they have simultaneously constrained and reshaped the capacity of English to operate as a catalyst for Thailand’s sustainable development. The CEFR reform sought to align national standards with international benchmarks but revealed persistent gaps in teacher preparedness, assessment practices, and contextual adaptation. The pandemic forced a rapid shift to online and hybrid learning, exposing digital inequities and learning losses affecting English development. More recently, generative AI has expanded opportunities for personalized learning while raising concerns regarding accuracy, ethics, academic integrity, and technological access. Drawing on policy documents and empirical research, the article identifies key lessons and proposes policy orientations, including strengthening teacher capacity, enhancing AI literacy, investing in inclusive digital infrastructure, and establishing responsible governance of educational technologies. Addressing these issues is essential if English is to function as a sustainable and equitable force in national development.
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