Purpose-The purpose of this paper is to discuss gaps and key challenges facing higher education in Thailand with reference to the implementation of the policy of Thailand 4.0 adopted by the Royal Thai Government. Design/methodology/approach-In-depth interviews were conducted with Thai Government officials, university administrators and faculty members to formulate the concept of a creative society in Thailand. Documentary analysis of university policy documents was used to investigate the roles and practices of universities in fostering creativity and innovation. Questionnaire surveys were used to obtain views of university administrators and faculty members on the existing roles and practices of Thai university in promoting a creative society, and their level of expectation toward the roles and practices required to promote a creative society. Priority need index (PNI) and One-way ANOVA were used to identify the gaps and challenges of Thai higher education in promoting a creative society. Findings-The concepts of the creative society found in this study were in lines with the goals of Thailand 4.0, which are to foster creativity, innovation, inclusivity, and sustainability. It was found that development of learning networks, public-private-community engagement, new mind-set and skill-set of lecturers and students, and new technology are required for a successful implementation of Thailand 4.0. Research limitations/implications-Although the author has identified some progress in Thailand toward achieving the goals of Thailand 4.0, it is clear that key factors that contribute to the fostering of creativity and innovation require further investigation. These factors include socio-cultural factors, creative learning and teaching, mind-set and skill-set, new technology and learning networks, and public-private-community engagement. Practical implications-The findings of this paper can be used to identify some of the key challenges of Thai higher education in achieving the aims of Thailand 4.0. Social implications-The findings of this paper have demonstrated that successfully implementation of Thailand 4.0 requires both educational and cultural reform. Originality/value-This research conducted by the author in 2013-2015 showed that some important reforms are being implemented to achieve some of the aims of Thailand 4.0.

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Young people today face rapidly changing landscapes in all aspects of life. These changes pose challenges to the wellbeing of future generations and the success of the global commitment to Sustainable Development Goals (SDGs). The skills framework project was introduced to reexamine the “Life skills”/Skills Education Framework to guide the direction of twenty-first century skills in Thai Education. Skills frameworks have been developed and proposed by various organizations. In re-envisioning one for Thailand’s young people, it was crucial to involve them in the process. This paper describes a design-thinking approach to developing a skills framework involving stakeholders’ voices and, crucially, Thai children and youth. The paper argues that any skills framework for the twenty-first century must include young people’s values and aspirations. This study shows that while Thai children and adolescents share common interests and have the vision to make Thailand a prosperous nation, they differ in their focus on required skills and are also challenging some core values. The proposed basic education skills framework is designed to be comprehensive and flexible. It encompasses a global skills framework to meet twenty-first century needs and support global commitments to the SDGs. At the same, it reflects the diverse needs of Thailand’s stakeholders, especially young people. It also emphasizes the principles of applicability, adaptability and relevance and seeks to reflect the aspirations and dreams of its young people in the context of a changing environment and future demands.

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