| Target | Indicator | Result |
|---|---|---|
SDG 4
QUALITY EDUCATION
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| 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | 4.1.1 Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex | The “Saen Saeb Model” project supports learning outcomes by providing children and young people with exposure to artistic knowledge and creative thinking through seminars and exhibitions. Although the project focuses on the arts rather than formal literacy or numeracy, it contributes to overall cognitive development, critical thinking, and problem-solving skills, which are foundational for achieving minimum proficiency in reading and mathematics. Engaging with art encourages attention, comprehension, and expression, indirectly supporting academic competencies among participants. |
| 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship | 4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill | The project promotes digital and ICT skills by incorporating online resources, virtual exhibitions, and digital documentation of artworks for both students and participants. This enhances familiarity with digital tools, online research, and media presentation skills, helping youth and adults acquire essential ICT competencies that are increasingly relevant in educational and professional contexts. |
| 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development | 4.7.1 Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment | The initiative aligns with education for sustainable development and global citizenship by fostering awareness of cultural heritage, ethical responsibility, and creative expression. By emphasizing the value of Thai arts and integrating sustainability concepts, gender equality, and respect for human rights within the learning activities, the project contributes to mainstreaming these principles in curricula, teaching, and assessment practices at the community and institutional levels. |
| 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all | 4.a.1 Proportion of schools with access to (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities (as per the WASH indicator definitions) | The project indirectly supports equitable access to educational resources by utilizing school or community facilities equipped with electricity, internet access, and appropriate spaces for exhibitions and learning activities. These venues provide inclusive infrastructure for participants, including youth with disabilities, and ensure a safe and supportive learning environment that fosters creative exploration while addressing basic educational facility standards. |
SDG 11
SUSTAINABLE CITIES AND COMMUNITIES
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| 11.4 Strengthen efforts to protect and safeguard the world's cultural and natural heritage | 11.4.1 Total expenditure (public and private) per capita spent on the preservation, protection and conservation of all cultural and natural heritage, by type of heritage (cultural, natural, mixed and World Heritage Centre designation), level of government (national, regional and local/municipal), type of expenditure (operating expenditure/investment) and type of private funding (donations in kind, private non-profit sector and sponsorship) | The “Saen Saeb Model” Academic Service Project: Art Teacher’s Day – Aree Soothipunt aligns with SDG 11.4.1 by actively contributing to the preservation and promotion of Thailand’s cultural heritage. Through organizing seminars and exhibitions that showcase the artwork of Aree Soothipunt and her students, the project channels both public and private resources—including institutional support, volunteer contributions, and exhibition materials—toward conserving and celebrating artistic heritage. This investment in cultural activities not only safeguards traditional artistic knowledge but also ensures that it is accessible to the public, creating lasting value per capita in terms of cultural education, awareness, and engagement. |
The “Saen Saeb Model” Academic Service Project: Art Teacher’s Day – Aree Soothipunt aimed to provide art education and promote cultural awareness across all age groups. The project included two main activities: a knowledge-sharing seminar led by Aree Soothipunt, attended by over 200 participants, which inspired participants to understand the value of art and encouraged creative expression; and the “Image of Aree Soothipunt” exhibition, showcasing a collection of paintings by her students over 15 days, allowing visitors to learn artistic techniques, gain inspiration, and broaden access to art. The project achieved high satisfaction rates, with 96.2% of participants expressing contentment and 96.6% reporting acquisition of new art knowledge, while all activities were completed on schedule. This initiative aligns with SDG 4 by providing quality education, enhancing professional and creative skills (targets 4.4 and 4.7), and creating safe, accessible learning spaces (target 4.A). It also supports SDG 11 by promoting the preservation of cultural heritage (target 11.4) and fostering sustainable community development through the use of local art to generate economic and social value (target 11.B). Overall, the project exemplifies how academic service can integrate learning, cultural preservation, and community development in a sustainable and impactful way.
The project significantly impacted the community by enhancing knowledge and inspiration in the arts for people of all ages. Participants gained a deeper understanding of the value of Thai art and creative techniques through seminars and the “Image of Aree Soothipunt” exhibition, fostering awareness of the role of art in improving quality of life and creating spaces for cultural learning and exchange within the community. For the university, the initiative reinforced its role as a provider of academic services, allowing students and faculty to apply artistic knowledge and exhibition management skills in practice, strengthening professional competencies, community engagement, and applied research, while also enhancing the university’s reputation in social and cultural development. At the national level, the project contributed to the preservation and promotion of Thai cultural heritage by disseminating the works and artistic concepts of Aree Soothipunt, fostering cultural identity, and equipping the public with artistic knowledge and skills. This supports Thailand’s Soft Power, while aligning with SDG 4 (Quality Education) by promoting arts education and lifelong learning, and SDG 11 (Sustainable Cities and Communities) by preserving cultural heritage and fostering sustainable cultural development.
