The The HIRCM Model: Enhancing Critical Reading and Moral Reasoning in Southern Thailand’s Multicultural Classrooms

Abstract

In today’s information-driven world, students must develop not only reading comprehension but also critical thinking and moral reasoning to become informed and ethical global citizens. This study aimed to enhance lower secondary students’ critical reading and moral reasoning skills through the development and implementation of the HIRCM Interactive Learning Package, which integrates Hikmah Pedagogy, interactive learning, inquiry, reflection, and moral dilemma discussions. A quasi-experimental one-group pretest-posttest design was employed with 14 Grade 8 students in a multicultural lower secondary school in Thailand’s southern border provinces. Research instruments included the HIRCM learning package, critical reading achievement tests, classroom observation checklists, student satisfaction questionnaires, and open-ended interview forms.The findings revealed that the learning package exceeded the 80/80 efficiency benchmark (E1 = 82.14, E2 = 82.67), and students’ post-test scores showed a statistically significant improvement over their pre-test scores (p < .05). Observations confirmed that students demonstrated high levels of moral reasoning, including empathy, fairness, and cultural awareness. Thematic analysis of student reflections highlighted the development of analytical thinking, appreciation for multicultural perspectives, and the ability to apply reasoning in real-world contexts. Students also reported high satisfaction with the learning process, particularly valuing the collaborative discussions and authentic content.These results support the effectiveness of the HIRCM-based package in promoting cognitive and moral development in English as a Foreign Language (EFL) settings. The study offers practical implications for educators seeking to embed ethical and intercultural dimensions into language instruction, particularly in diverse or culturally sensitive classrooms.