การวิเคราะห์ความต้องการแรงงานอุตสาหกรรมเกมและอีสปอร์ตกับการพัฒนาหลักสูตรอุดมศึกษาไทย

Khajonsak Khanchai; Pattaraporn Puisuwan; Chanaphorn Panyakanphon; Yonlapat Sirirat; Thakorn Pruettipuranee

doi:10.65205/jcct.2025.2863

Authors

Khajonsak Khanchai Lecturer, Program in Esports Business, Faculty of Management Science, Nakhon Pathom Rajabhat University, Nakhon Pathom 73000, Thailand https://orcid.org/0009-0006-2863-9553
Pattaraporn Puisuwan Assistant Professor, Dr., Program in Esports Business, Faculty of Management Science, Nakhon Pathom Rajabhat University, Nakhon Pathom 73000, Thailand
Chanaphorn Panyakanphon Lecturer, Program in Educational Technology and Communication, Faculty of Education, Bangkokthonburi University, Bangkok 10170, Thailand
Yonlapat Sirirat Dr., Kanchanaburi Teacher Saving & Credit Cooperative Ltd., Kanchanaburi 71000, Thailand
Thakorn Pruettipuranee Dr., Office of the Foundation for the Good Teacher of the Land, Bangkok 10150, Thailand

DOI:

https://doi.org/10.65205/jcct.2025.2863

Keywords:

Games & Esports Industry, Higher Education Curriculum Development, Analyzing Workforce Demands

Abstract

This study aimed to 1) analyze workforce demands and core competencies in Thailand’s game and esports industry; 2) assess the alignment of Thai Higher Education curricula with industry needs; and 3) propose actionable curriculum recommendations. We combined a systematic review with curriculum analysis of current program documents, policy texts, and competency standards; extracted and triangulated data using structured forms and a codebook; and binary-coded 12 target skills to compute curriculum and skill coverage indices (SCI_course, SCI_skill) and gap indices (Gap_course, Gap_skill), interpreted as high, moderate, or low. Findings indicated that: 1) industry prioritizes analytical thinking, followed by data analysis; teamwork, communication, and creativity are in moderate demand, with salient gaps in game design, development, project management, streaming/broadcasting, game marketing, and leadership; 2) Thai higher-education curricula show broad coverage but lack practice-oriented depth in game production and design; and 3) recommended actions include studio-based sequencing with critique, embedding target competencies in core courses, expanded fieldwork, mandatory internships, faculty–industry co-advising, and annual industry-partnered review to close skills gaps and strengthen graduate readiness.

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