Inclusive Education in Thailand: Exploring Gaps and Opportunities Across Urban and Rural Contexts through Topic Modeling Analysis and Systematic Review
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Abstract
This study addressed knowledge gaps in Thai inclusive education research and proposed strategies for improvement, with three key objectives: (1) synthesize and compare research on inclusive education across urban and rural universities; (2) analyze the topic trends in international inclusive education research; and (3) propose strategic guidelines for promoting inclusive education in Thailand. Employing a mixed-methods approach, the study was conducted in two phases. Phase one involved a systematic review of Thai university theses, guided by the framework and PRISMA 2020 protocol, alongside topic modeling analysis of global studies (2020–2024). Phase two utilized focus group discussions with 13 experts to contextualize findings and formulate actionable recommendations. Key findings indicate that urban and rural universities differ significantly in their research focus areas, particularly regarding parental roles, educational supervision, curriculum and instruction, and instructional innovations. International research trends further reveal three dominant themes: discourse analysis of inclusive practices in Northern Europe (Prob. = .238), implementation studies in higher education (Prob. = .129), and teachers’ attitudes toward diverse learners (Prob. = .027). Based on these findings, the proposed guidelines emphasize establishing early childhood screening and appropriate rehabilitation systems; developing diversity-responsive policies and implementation strategies; involving students with special needs in curriculum development; strengthening pre-service and in-service teacher knowledge; promoting cross-sectoral understanding of inclusive education; creating a systematic database for children with special needs; fostering strong school–community relationships; and designing inclusive learning environments.
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