Abstract
This article aims to analyze and position the relationship between literacy and competency in the context of Thai education. It employs conceptual analysis and purposive document synthesis based on relevant international and Thai frameworks, including PIAAC, PISA/OECD, UNESCO, ACRL, the Council of the European Union, DigComp, UNESCO-UNEVOC, PISA Thailand, and CBE Thailand materials on core competencies and learning assessment. The analysis indicates that literacy and competency are related but cannot be used interchangeably. Literacy emphasizes domain-specific abilities to understand, evaluate, use, create, or communicate texts, data, media, symbols, or information in meaningful contexts. Competency, on the other hand, emphasizes the integrated ability to apply knowledge, skills, attitudes, values, and other resources to perform tasks or solve problems in real-world contexts. The analysis also shows that the relationship between the two concepts is not a fixed hierarchy, but depends on the reference framework, definition, and the purposes for which the terms are used.
Publisher
Faculty of Education, Chulalongkorn University
First Page
1
Last Page
15
Recommended Citation
Sawekngam, Wichai
(2026)
"Literacy and Competency in Thai Education : A Crosswalk Framework for Curriculum Design and Assessment,"
Journal of Education Studies: Vol. 54:
Iss.
3, Article 7.
Available at:
https://digital.car.chula.ac.th/educujournal/vol54/iss3/7
