DIRECTION AND OUTCOME OF PEDAGOGIES BRIDGING UNIVERSITY TO WORKPLACE TRANSITION IN THAI HIGHER EDUCATION: A SYSTEMATIC REVIEW
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Abstract
Pedagogies exert great influence on building job readiness and easing the transition from university to workplace. This research aims to find out the pedagogical trend that can promote school-to-work transition of the undergraduate in higher education and the effects of pedagogies on their learning outcomes. The study adopts a systematic review approach to explore the phenomenon and thematic analysis for data analysis. The findings reveal that constructivist pedagogies can help prepare desirable working skills resulting in narrowing the transition. The constructivist pedagogies which are adopted in Thailand consist of work-based learning, work-integrated learning, problem-based learning, project-based learning, and the CDCD (Create-Design-Construct-Develop) model. Work-integrated learning and work-based learning are prominent approaches in fostering the employability of undergraduates. The success of promoting constructivist pedagogies requires great support from the higher education institution, government authority, and participatory partner.
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