A Comparative Analysis of Secondary School Curricula in Thailand, Singapore, and Malaysia: Integrating Self-Regulated Learning and Life Planning Skills

Abstract

In the twenty-first century, secondary education is increasingly expected to move beyond academic achievement to equip students with the competencies to navigate complex, rapidly changing social and economic contexts. Among these, Self-Regulated Learning (SRL) and life and career planning skills are essential for fostering autonomy, adaptability, and lifelong learning. This article provides a comparative analysis of secondary school curricula in Thailand, Singapore, and Malaysia, focusing on how SRL and life planning are incorporated within each system.

The analysis reveals that Singapore incorporates SRL and life planning coherently through initiatives such as Character and Citizenship Education (CCE), Education and Career Guidance (ECG), subject-based banding reforms, and portfolio-based assessment. Malaysia adopts a balanced approach, embedding Kemahiran Insaniah (soft skills) across academic and co-curricular domains, guided by the Malaysia Education Blueprint, 2013-2025, and School-Based Assessment (PBS/Pentaksiran Berasaskan Sekolah). In contrast, Thailand’s Basic Education Core Curriculum, 2008, remains largely exam-oriented, providing limited opportunities to cultivate SRL and life planning competencies.

Drawing on these findings, the article proposes a reform framework emphasizing SRL integration, dedicated life planning modules, enhanced co-curricular programs, teacher mentorship, and diversified assessment. Aligned with the Organization for Economic Co-operation and Development (OECD)’s vision for “future-ready learners”, the model aims to balance academic rigor with essential life competencies.