Higher graduate diploma programs: Institutional responses to teacher qualification reform in Thailand

Abstract

Teacher education reform and professional qualification standards have influenced curriculum adaptation and academic workforce development in higher education, prompting universities to establish alternative professional learning pathways to support instructional competency and accreditation requirements. This study aimed to investigate the institutional background underlying the development of Higher Graduate Diploma Programs in Thailand, examine participants’ professional expectations and needs, explore instructional and curriculum management approaches, and investigate future sustainability perspectives regarding the programs. The study employed a qualitative descriptive research design. The participants consisted of 25 informants selected through purposive sampling, including university lecturers enrolled in Higher Graduate Diploma Programs, program administrators, and educational experts. The research instrument was a semi-structured interview protocol developed from the research objectives and relevant literature. Data were collected through in-depth interviews and analyzed using thematic content analysis with the support of ATLAS.ti software. The results revealed that Higher Graduate Diploma Programs functioned as institutional mechanisms for responding to teacher qualification reforms introduced by the Teachers’ Council of Thailand. Participants perceived the programs as important pathways for professional reskilling, pedagogical development, technological competency enhancement, curriculum compliance, and career advancement within teacher education contexts. The findings also emphasized the importance of flexible learning management, technology-integrated instruction, learner-centered curriculum approaches, and practical learning experiences.