Strategic Governance and Curriculum Excellence in Commercial Pilot Education A Causal Model for Aviation Education Policy Development
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Abstract
This research article aimed to: (1) examine the level of curriculum alignment between the International Civil Aviation Organization’s Competency-Based Training and Assessment framework (ICAO CBTA) and the Thailand Qualifications Framework (TQF) within an undergraduate commercial pilot program; (2) develop and validate a causal model of strategic governance influencing curriculum excellence in commercial pilot education; and (3) propose evidence-based policy recommendations to support aviation education development. A quantitative research design was employed, using strategic governance concepts integrated with the ICAO CBTA and TQF frameworks as the study’s conceptual foundation. The research setting comprised higher education institutions and relevant organizations involved in the management and delivery of aviation curricula. The sample consisted of 407 stakeholders in aviation curriculum management, selected through purposive sampling. The research instrument was a questionnaire comprising six constructs with 29 observed variables. Data were analyzed using descriptive statistics and Structural Equation Modeling (SEM).
The findings indicated that: (1) the proposed model demonstrated an excellent fit with the empirical data (χ²/df = 1.85, CFI = 0.97, RMSEA = 0.041); (2) the model explained a substantial proportion of variance in curriculum excellence (R² = 0.83); and (3) curriculum alignment exerted the strongest effect on curriculum excellence (β = 0.38), followed by strategic governance (β = 0.31), stakeholder engagement (β = 0.27), and quality assurance (β = 0.25). The knowledge generated from this study provides an evidence-based governance framework to enhance pilot training quality and strengthen systematic compliance with national and international competency standards.
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