Integrating the First Royal Working Principle, “Systematic Study of Information”, and the Inner Development Goals as a Framework for Curriculum Development to Enhance Life Skills, Thinking, and Relationships (Non-Technical Skills)

Abstract

            This research aims to (1) analyze the conceptual application of the First Royal Working Principle, “Systematic Study of Information,” in curriculum development based on the Inner Development Goals (IDGs) framework, and (2) synthesize design and development approaches for curricula that promote life skills, critical thinking, and relationships as non-technical skills. This study employs a qualitative research approach, utilizing interpretive methodology and documentary analysis in conjunction with conceptual dialectics.

            The findings indicate that the First Royal Working Principle functions as an epistemological foundation that elevates curriculum development from the transmission of content knowledge to a systemic learning process that integrates information, context, and learners’ inner awareness. When aligned with the IDGs framework, curricula can be designed to address holistic human development, encompassing self-awareness, critical thinking, and ethically grounded relational capacities. This study proposes the integrative S.M.A.R.T.–I.D.G. model to explain curriculum development mechanisms across three interrelated dimensions: information, meaning, and development. The model supports sustainable value-based and behavioral transformation within both Thai and international educational and organizational contexts.