Integrating English Language Teaching and Learning with Cooperative and Work-Integrated Education (CWIE) Practices to Advance Quality Education

Objective: This study examines how Cooperative and Work-Integrated Education (CWIE) practices intersect with English language teaching and learning for public administration students at a Thai public university. It identifies related pedagogical challenges and aligns with Sustainable Development Goal 4 by exploring how CWIE can enhance language development and promote quality education. Theoretical Framework: The research is grounded in three theories, namely: (a) Piaget's Cognitive Development Theory, (b) Atkinson's Model of Achievement Motivation, and (c) Bandura's Social Learning Theory. Method: A qualitative, phenomenological approach was employed. Data were collected through participatory observation and interviews with a purposive sample of administrators, teachers, and students. Thematic analysis of English-transcribed data uncovered key themes in cooperative education and English language learning. Results and Discussion: Integrating additional English subjects, employing foreign instructors, facilitating international exchange programs, conducting English camps, and offering special courses significantly support English language teaching and learning. However, challenges persist, including limited exposure to English-speaking environments, native-speakerism ideologies, student motivation, and the dominance of Thai as the medium of instruction. Research Implications: CWIE programs help enhance the English proficiency of Thai public administration students but face barriers that need strategic solutions. Future studies should assess their long-term impact on language skills and employability. Originality/Value: This research promotes quality education and policy by helping students acquire global workforce skills and improve their English language proficiency, while addressing challenges in novel and non-native environments.