A Synthesis of Integrative Approaches to Dramatic Arts Structures for Developing Learners’ 21st- Century Learning Skills in the Thai Educational Context

Abstract

This conceptual synthesis article aims to: 1) explain the development of dramatic arts and applied theatre as conceptual foundations for learning; 2) analyze the structural components of dramatic arts that promote and develop 21^st-century learning skills; and 3) propose integrative approaches to drama-based learning structures applicable to the Thai educational context. The study employed an integrative literature review by selecting and analyzing four groups of documents: concepts of dramatic arts and applied theatre, experiential and transformative learning theories, concepts of 21^st-century skills, and research on drama-based learning. The data were subsequently analyzed, categorized, and synthesized into a conceptual framework.

The findings corresponding to the research objectives reveal that 1) dramatic arts have evolved from a form of performing arts into applied theatre emphasizing drama processes for learning, communication, and human development; 2) the structure of dramatic arts consists of role-taking, collaboration, creative communication, imagination, reflective thinking, and the connection of experiences to real-life contexts, all of which contribute to critical thinking, creativity, communication, and collaboration skills; and 3) a five-dimensional framework for integrating dramatic arts was proposed, including meaningful issues and narratives, roles and perspectives, co-creation and communication, structured reflection, and connections to real life and society. This framework can serve as a systematic guideline for designing and assessing learning activities in the Thai educational context. Further empirical research is recommended to validate the effectiveness of the proposed framework in contemporary educational settings.