ความสามารถในการรับมือกับความไม่แน่นอนของผู้เรียน : การทบทวนวรรณกรรมเชิงระบบในบริบทการศึกษาไทย และนานาชาติ พ.ศ. 2562–2567

Patcharaporn Srisawat; Kanchit Saenubol; Sirawan Pichitchaisopa

Authors

Patcharaporn Srisawat ภาควิชาการแนะแนวและจิตวิทยาการศึกษา คณะศึกษาศาสตร์ มหาวิทยาลัยศรีนครินทรวิโรฒ https://orcid.org/0009-0007-6462-4567
Kanchit Saenubol ภาควิชาการแนะแนวและจิตวิทยาการศึกษา คณะศึกษาศาสตร์ มหาวิทยาลัยศรีนครินทรวิโรฒ https://orcid.org/0009-0007-6716-5060
Sirawan Pichitchaisopa Faculty of Education, Srinakharinwirot University, Department of Educational Psychology and Guidance, Bangkok, Thailand https://orcid.org/0009-0008-8168-8017

Keywords:

Learner Resilience, Systematic Literature Review, Educational Contexts, Thai and International Studies

Abstract

In the 21st century, the world is facing increasing uncertainty across multiple dimensions, making adaptive capacity and resilience essential competencies for learners today. This systematic literature review aimed to synthesize concepts, theories, components, and practices related to resilience development between 2019 and 2024 by using PICO-based selection criteria and rigorous critical appraisal procedures. The findings indicate that resilience is a dynamic process influenced by internal factors, adaptive skills, and supportive social resources at the levels of individuals, relationships, and educational environments. International practices commonly develop resilience through social and emotional learning frameworks and multi-tiered positive support systems, while the Thai context highlights guidance activities and group counseling programs grounded in the “I Am – I Can – I Have” framework to strengthen learners’ internal assets, capabilities, and social support networks. Based on the synthesized evidence, this article proposes the Thai Resilience Development Framework (TRDF), an integrative conceptual model linking personal, relational, and educational system dimensions. The framework serves as a structural guideline for promoting resilience among Thai learners and supports policy development, instructional practices, and school counseling preparation aimed at enhancing well-being, adaptive functioning, and positive developmental growth in a rapidly changing society.

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