Development of a Multicultural Leadership Promotion Program for Youth in Thailand’s Three Southern Border Provinces

Abstract

Thailand’s southern border provinces need youth-focused multicultural leadership programs integrating local religious–cultural elements, community involvement, and long-term evaluation to enhance social cohesion and sustainable development. This study aimed to develop and evaluate a program to foster multicultural leadership among youth in Thailand’s three southern border provinces. The research was conducted in two phases. The first phase involved synthesizing key multicultural leadership characteristics, designing a structured program and assessing its relevance and coherence through expert evaluation. The second phase focused on empirical validation by implementing the program with 22 selected youth participants, employing repeated-measures analysis of variance to assess its effectiveness. Additionally, experts evaluated the program’s validity, appropriateness, cost-effectiveness, utility, and feasibility. The resulting program, “EARCA”, comprises five core components: Experiential Exposure, Active Exploration & Engagement, Reflective Thinking & Analysis, Concept Integration & Synthesis, and Application & Extension. Expert assessments confirmed its appropriateness at the highest level, with a consistency index ranging from 0.8 to 1.0. Statistical analyses demonstrated significant improvements in all dimensions of multicultural leadership among participants. Furthermore, the program was rated highly accurate, appropriate, cost-effective, practical, and feasible for real-world implementation. These findings offer valuable insights for policymakers and practitioners seeking to enhance multicultural leadership development through structured, evidence-based interventions.

1. Introduction

The three southern border provinces of Thailand—Pattani, Yala, and Narathiwat—represent a region characterized by distinct social and cultural dynamics, driven by a diverse population encompassing various ethnicities, religions, and languages. These provinces illustrate a complex multicultural society in which individuals from different cultural backgrounds coexist within a dynamic social framework. However, this diversity, while contributing to the region’s richness, can also present significant challenges of social interactions, community relations, and mutual understanding. In certain contexts, such cultural disparities can lead to misunderstandings and conflicts (Kaosaiyaphon, 2012; Patanapichai et al., 2021). In addition to the social implications, cultural diversity also influences the educational and economic structures of the region (Sangthong, 2009; Phongphachan, 2018). Achieving effective coexistence within such a heterogeneous society requires the cultivation of cross-cultural communication skills, the ability to understand and appreciate differences, and the development of an open-minded approach toward varying cultural perspectives (Agbai et al., 2024). Moreover, the rise in information technology and digital media has expedited the flow of ideas, traditions, and values across societies, creating new challenges for individuals in the region. These challenges include the need to balance the pressures of globalization with the desire to preserve local cultural identities (Hofstede et al., 2010; Putnam, 2021). While cultural diversity can catalyze social innovation and creative exchange, its mismanagement has the potential to exacerbate distrust, social fragmentation, and biases—whether ethnic, religious, or linguistic. These tensions, if left unaddressed, can contribute to escalating conflicts (Berry, 2006). Therefore, fostering cultural understanding and cultivating multicultural leadership are crucial to establishing the foundation for peaceful, cohesive societies. These efforts are essential for encouraging unity among individuals of varying backgrounds and ensuring social harmony. To effectively manage cultural diversity, it is vital to promote the exchange of ideas across ethnic groups, encourage tolerance, and implement educational frameworks that enhance cross-cultural communication skills. Furthermore, cooperation among different sectors of society should be fostered to create an environment conducive to long-term stability and sustainable development (Agbai et al., 2024). By developing these mechanisms, the region can better navigate its complex cultural landscape, ultimately fostering a more inclusive and peaceful society.

In the era of globalization, where cultural exchanges occur rapidly and on a global scale, effective coexistence in a multicultural society necessitates mutual understanding, the ability to adapt to diverse social environments, and openness to cultural differences. These characteristics form the foundation of multicultural leadership, a critical concept in managing social diversity, fostering inter-ethnic and inter-religious understanding and mitigating potential conflicts that arise from cultural disparities (Uhl-Bien et al., 2007). Within the context of youth—who represent the future of society—the development of multicultural leadership becomes crucial in preparing young individuals to navigate and thrive in an increasingly complex and interconnected world. Youth who exhibit the traits of multicultural leaders are better equipped to apply the principles of adaptation, thereby reducing cultural biases, enhancing their cross-cultural communication skills, and fostering networks of cooperation among people from various cultural backgrounds (Bass & Riggio, 2006). Moreover, possessing multicultural leadership skills enables young individuals to manage situations that involve differing values and lifestyles, fostering an ability to adapt to shifting environments. This includes developing an openness to diverse perspectives and honing skills in collaborative work with individuals from varied cultural contexts (Reinhold & Amigo, 2017). The cultivation of multicultural leadership in youth further contributes to the development of key leadership characteristics required to thrive in a culturally diverse society. These include a willingness to embrace diverse ideas and viewpoints and respect for the differences of others, and the cultivation of communication abilities that bridge understanding among people from various cultural traditions (Phongphachan, 2018; Chaiyai et al., 2024). Additionally, youth leaders who possess these skills are more adept at analyzing and anticipating the effects of cultural interactions, enabling them to devise strategies that support and assist individuals in adjusting to changing circumstances (Webb et al., 2021). However, cultural differences, if not managed effectively, can pose significant obstacles to understanding between individuals and groups, potentially resulting in conflict, mistrust, and social fragmentation. Current cultural challenges highlight that many young people still lack the necessary competencies to address cultural differences and resolve issues related to social and cultural dimensions, which can lead to ineffective interactions and exacerbated conflicts (Geda & Tesfaye, 2016). Given these challenges, it is evident that developing strategies to promote multicultural leadership among youth is vital to fostering a peaceful and stable society. Approaches to nurturing multicultural leadership can be integrated into educational processes and extracurricular activities aimed at enhancing intercultural understanding. These may include initiatives such as cultural exchange programs, intercultural communication training, encouraging youth participation in diverse social activities, and designing curricula that instill the concepts and skills needed for harmonious coexistence in a multicultural environment (Bunkrong, 2018). By equipping youth with the tools to lead in a culturally diverse society, they can more effectively navigate the challenges of cultural differences and become leaders who contribute to a future of peace, mutual respect, and understanding. The development of multicultural leadership among youth thus holds profound significance, for individual empowerment and for the broader social fabric. As future leaders, youth with multicultural leadership skills will be poised to influence society positively, fostering collaboration, reducing conflict, and advancing the collective well-being of diverse communities. Ultimately, the cultivation of such leadership is essential to creating a sustainable and peaceful global society, where cultural diversity is seen as a strength rather than a source of division.

Domestic and international research has consistently highlighted the limited and incomplete development of multicultural leadership promotion programs for youth. Much of the existing literature and research on multicultural leadership focuses primarily on government executives or personnel within organizational contexts, rather than on youth leaders—despite the clear need to foster multicultural leadership in young individuals (B. J. Caldwell, 2020; Gurr & Drysdale, 2020; Dunn, 2020; Patanapichai et al., 2021; Chaiyai et al., 2024; Laeheem et al., 2025). This gap is especially significant in the context of the three southern border provinces of Thailand, where the development of youth leaders is crucial for promoting peace, mutual understanding, and social harmony in the region (Patanapichai et al., 2021). Consequently, it is imperative to address the gaps in existing research and programs to effectively promote multicultural leadership among youth in these provinces. The study identifies five critical gaps that hinder the development of such programs, as follows. Lack of Programs Integrating Religious and Local Cultural Elements: While there are numerous leadership training programs at various levels, many fail to incorporate religious and local cultural dimensions, which play a significant role in shaping the leadership characteristics of youth in the three southern border provinces. For instance, in Islam, leadership is grounded in concepts such as morality (Akhlaq), peaceful coexistence (Ummah), and social responsibility (Maslahah). However, current leadership training programs often overlook these foundational religious principles, failing to integrate them into multicultural leadership development (Sirivichayaporn et al., 2018). The lack of consideration for these critical factors limits the relevance and effectiveness of the programs in the local context. Limitations of Western Multicultural Leadership Theories in the Thai Context: Much of the theoretical framework guiding multicultural leadership studies and program development is derived from Western concepts, such as those presented by Hofstede et al. (2010), Bass and Riggio (2006), and Banks (2015). These theories focus on diversity management within business environments and international organizations. However, these models do not always reflect the social, cultural, and religious nuances of the three southern border provinces. The lack of contextualization of these theories to fit the specific needs and social structure of Thai society, particularly within Muslim communities, results in limited applicability and a lack of practical approaches that resonate with local youth (Uygur, 2022; Patanapichai et al., 2021). There is a clear need for theories and frameworks that are better aligned with the realities and challenges faced by youth in these regions. Research Gap on Multicultural Leadership for Youth: While much of the research on multicultural leadership has concentrated on business sectors, international organizations, and personnel management in diverse settings, there is a notable lack of research focused specifically on youth, particularly in areas experiencing cultural conflict. The limited scope of existing studies tends to prioritize issues such as religious and ethnic conflicts (MacIntyre, 2007; Patanapichai et al., 2021) over developing proactive leadership strategies that equip youth with the skills necessary to live and work together peacefully. The absence of research specifically addressing the role of multicultural leadership among youth in the southern border provinces exacerbates this gap and highlights the urgent need for focused studies in this area. Evaluation and Sustainability of Programs: Another significant gap is the lack of long-term evaluation and monitoring of multicultural leadership programs. Many of the current programs aimed at promoting multicultural coexistence are short-term initiatives that lack sustained follow-up and evaluation. As a result, there is limited data on the long-term impact of these programs on youth behavior and social cohesion. Without such data, it is difficult to establish clear guidelines for improving and scaling up the programs to achieve sustainable outcomes (Masten & Cicchetti, 2016; Lederach, 2005). The absence of robust, longitudinal assessments means that the true effectiveness of these programs remains unclear, hindering the ability to refine and expand them for broader impact. Insufficient Community and Sectoral Involvement: While local governments and private organizations have made efforts to promote youth leadership, most program developments are designed by external experts with minimal involvement from the local communities. This top-down approach may lead to leadership development strategies that fail to accurately reflect the needs and realities of youth in the three southern border provinces. The lack of meaningful engagement with local communities and other relevant sectors results in programs that may not be culturally relevant or effectively address the challenges faced by youth in the region (Giles, 2016; Putnam, 2021; MacIntyre, 2007). The voices of local youth, communities, and stakeholders must be included in the design and implementation of leadership programs to ensure they are responsive and aligned with the unique cultural context of the region. In conclusion, closing these gaps is vital to the development of effective multicultural leadership programs that are more attuned to the needs of youth in the three southern border provinces. By incorporating religious and cultural elements, adapting existing theories to the local context, focusing research on youth in conflict-affected areas, ensuring the sustainability and long-term impact of programs, and fostering greater community involvement, leadership development initiatives can be created that empower youth and contribute to building a more harmonious and resilient society.

Based on a review of the relevant literature, youth leadership has been found to comprise six fundamental components: (1) analytical thinking and rational decision-making, (2) communication and interpersonal skills, (3) teamwork and team-building abilities, (4) a sense of responsibility and ethical conduct, (5) leadership capacity and motivational ability, and (6) emotional intelligence and civic-mindedness (Klabsri, 2014). The prioritized areas for strengthening youth leadership, in order of importance, include: (1) interpersonal relations, (2) self-confidence, (3) integrity, (4) problem-solving skills, (5) willingness to make personal sacrifices, (6) sense of responsibility, and (7) visionary leadership (Keawjunta, 2021). Specifically, within the context of the three southern border provinces of Thailand, multicultural youth leadership is characterized by six key dimensions: (1) awareness and acceptance of cultural diversity, (2) cross-cultural communication competence, (3) flexibility and adaptability within multicultural environments, (4) creative problem-solving in culturally diverse contexts, (5) the ability to build intercultural collaborative networks, and (6) the development of culturally grounded morals and ethical frameworks (Laeheem et al., 2025).

Promoting multicultural leadership among youth plays a crucial role in fostering a peaceful society and ensuring sustainable coexistence, particularly in areas characterized by cultural diversity, such as the three southern border provinces of Thailand. These provinces, marked by significant ethnic and religious differences, present unique challenges and opportunities for cultivating leadership that can bridge cultural divides (Patanapichai et al., 2021; Laeheem et al., 2025). By fostering multicultural leadership, youth can develop essential skills for understanding and respecting differences, which enables them to adapt and live harmoniously with others and equips them to become effective leaders within their families and communities. The promotion of multicultural leadership encourages young individuals to incorporate the principles of respect, empathy, and appreciation of diversity into their daily lives, thereby contributing to the broader social fabric (Chaiyai et al., 2024; Laeheem et al., 2025). Despite the recognition of the importance of multicultural leadership, there remains a notable gap in studies that focus specifically on youth leadership development within the context of the three southern border provinces. While there are existing programs aimed at cultivating leadership skills, these programs do not always address the specific cultural, religious, and social dynamics unique to this region (Kerdtip et al., 2019; Laeheem et al., 2025). Consequently, there is a pressing need for research and program development tailored to the distinctive needs and experiences of youth in this area. This study, therefore, has two primary objectives: (1) to develop a program that promotes multicultural leadership and (2) to evaluate the effectiveness of such a program among youth in the three southern border provinces. Developing a program that is both contextually relevant and reflective of the local social and cultural realities is essential for ensuring that it meets the needs of youth in the region. Such a program must consider the unique experiences of youth growing up in an environment marked by ethnic and religious diversity, where issues of identity, conflict, and coexistence are often at the forefront. The first step in cultivating comprehensive leadership skills is to design a program that resonates with the values and challenges faced by these youth. A culturally responsive program will engage youth more effectively and equip them with the necessary skills to navigate the complexities of living in a diverse society. In addition to developing a program that is tailored to the local context, this program must be of high quality and rigor. A well-designed and reliable program can provide a framework for stakeholders—including educators, local leaders, and policymakers—to plan and implement activities that directly address the needs and potential of youth in the three southern border provinces. By evaluating the impact of this program, this study aims to provide evidence-based insights that can guide the development of curricula and policy frameworks aimed at fostering multicultural leadership at the youth level. Such policies would help reduce societal conflicts and promote peaceful coexistence and social cohesion in the long term. The results of this study will also contribute to the broader understanding of how multicultural leadership can be developed and nurtured in youth, particularly in conflict-prone areas. As youth in the three southern border provinces develop skills to engage with and embrace cultural diversity, they will be better equipped to build networks of cooperation, mutual respect, and understanding. These networks can serve as a foundation for future leaders who can contribute to a peaceful and stable society. Moreover, promoting multicultural leadership among youth will provide them with the tools to address cultural differences constructively, leading to stronger relationships between diverse groups and fostering a sense of shared identity and belonging. Ultimately, developing multicultural leadership in youth will have long-term benefits for both individuals and society. By empowering young people to navigate cultural differences and lead with empathy and inclusivity, this initiative will help create a more harmonious, stable, and resilient society. In the short term, youth leaders equipped with multicultural leadership skills can play a pivotal role in resolving conflicts, fostering understanding, and creating a culture of peace. In the long term, these leaders will contribute to building a society that can sustainably manage its diversity and promote the well-being of all its members.

2. Theoretical Framework

2.1. Definition of Leadership

Leadership is a dynamic and multidimensional process through which individuals influence others to willingly align their efforts, motivations, and aspirations with the vision and objectives of an organization (Sangthong, 2009; Phongphachan, 2018). It extends beyond the mere possession of authority or personal attributes; rather, it emerges as a social process rooted in the interaction between leaders and followers. Effective leadership necessitates fostering collaboration, facilitating the exchange of ideas, and cultivating intrinsic motivation that drives organizational success (Suphawittayacharoenkun, 2017; Wongkrueason, 2021; Praphaiphet et al., 2023). Fundamentally, leadership entails the strategic deployment of both formal authority and informal influence to engender trust, inspire confidence, and galvanize collective action within an organization. Competent leaders demonstrate an acute ability to assess situational variables, adapt their management approaches accordingly, and cultivate meaningful relationships with their followers to reinforce commitment to shared objectives (Seeda, 2019; Chanta, 2020). Leadership is not confined to overseeing institutional operations; rather, it encompasses the ability to inspire personnel, instill a sense of responsibility, and align individual contributions with broader organizational goals. Leaders must, therefore, master the art of persuasion, tailoring their approach to the specific cultural, organizational, and societal contexts in which they operate (Ang’ana & Chiroma, 2021; Impeng, 2023). Leadership is also a skill that can be refined and developed through deliberate learning, mentorship, and experiential growth. Effective leaders prioritize the empowerment of their followers, assuming the role of mentors or coaches while promoting ethical conduct and integrity within the organization (Sangthong, 2009; Chaiyai et al., 2024). Servant leadership has emerged as a compelling model that emphasizes placing the needs of followers above personal interests. By cultivating an environment of trust, support, and inclusive decision-making, servant leaders foster a culture of collaboration, mutual respect, and shared purpose (Van Velsor et al., 2010; Eva et al., 2019). The core principles of servant leadership—empathy, ethical responsibility, and community stewardship—are closely aligned with the dimensions of multicultural leadership identified in this study. In culturally diverse and conflict-sensitive settings, such as Thailand’s three southern border provinces, servant leadership offers a values-driven framework that enables youth to lead with humility, build cross-cultural trust, and prioritize the collective well-being of their communities (Eva et al., 2019; Greenleaf, 1977). Moreover, leadership is inherently contextual, shaped by organizational structures, social dynamics, and situational demands. Effective leaders are not only strategic in their vision but also capable of inspiring, motivating, and mobilizing individuals toward the achievement of shared goals. The ethical exercise of leadership—grounded in integrity, transparency, and trust-building—is essential for achieving sustainable and meaningful outcomes (Northouse, 2022; Yukl & Gardner, 2020). Ultimately, leadership should be understood as a relational and evolving process, requiring adaptability, foresight, and a consistent commitment to collective success and social cohesion (Uhl-Bien et al., 2007; Eva et al., 2019).

2.2. Meaning of Multicultural Society

A multicultural society is a social system in which individuals from a wide range of ethnic, religious, linguistic, and cultural backgrounds coexist within the same geographical area. While each group maintains its distinct cultural identity, the ongoing interaction and exchange foster a dynamic process of adaptation and mutual understanding. This cultural diversity is shaped by various global factors, including migration, economic globalization, advancements in education and technology, and evolving social norms that encourage the blending of cultures. While such diversity can enhance creativity and open up opportunities for cultural exchange, it may also result in tensions and conflict if not managed with care (Ippolito, 2007; Halualani, 2010). The presence of multiple cultural groups alone does not define a multicultural society. Rather, it requires supportive structures and mechanisms that enable diverse groups to coexist harmoniously and equitably. These structures can be categorized into three key dimensions: demographic diversity, which includes ethnic, linguistic, and religious variation; policy frameworks that guide the governance and promotion of inclusivity; and societal attitudes, values, and acceptance of differences. The latter includes fostering an open-minded society that embraces diversity in beliefs, lifestyles, and cultural practices while addressing and reducing racial, religious, and cultural biases (Van de Vijver et al., 2008; Tip et al., 2012). Building a successful multicultural society involves more than just the presence of diverse groups; it requires active policy support and practical measures to ensure social cohesion. This includes incorporating multicultural perspectives into educational curricula, promoting workplace equality, and ensuring equal rights for all cultural groups (Laeheem et al., 2025). These efforts are theoretical and reflected in national policies that shape intercultural relationships and facilitate peaceful coexistence (Sangthong, 2009). The development of a multicultural society demands coordinated efforts at individual, community, and governmental levels, with policies designed to foster mutual respect and cooperation. In doing so, societies can create an equitable and just environment where individuals from different cultural backgrounds can live together in harmony in an increasingly globalized world (Arasaratnam, 2013).

2.3. Multicultural Leadership

Multicultural leadership refers to the capacity of leaders to effectively manage and guide organizations comprising individuals from diverse cultural backgrounds. This concept underscores the importance of recognizing and understanding the distinct values, beliefs, and practices of various cultural groups to foster positive relationships and promote efficient collaboration (Laeheem et al., 2025). Leaders who possess these skills can navigate the complexities of culturally diverse environments, tailoring their strategies to accommodate the nuances of each group, thus enhancing organizational productivity and encouraging teamwork (Udompittayason et al., 2019). In the context of globalization, where organizations are increasingly international in scope, leaders adept at managing cultural diversity are better equipped to help their organizations operate smoothly and compete on a global scale. By fostering an environment of cooperation, reducing conflict, and optimizing team dynamics, leaders can ensure that cultural differences contribute to, rather than hinder, organizational success. Furthermore, the effective management of such diversity can unlock the full potential of an organization’s personnel, supporting long-term growth and sustainability (Sirivichayaporn et al., 2018). The framework for multicultural leadership outlined in this study includes six key components. First, awareness and acceptance of diversity form the foundation for reducing prejudice, cultivating understanding, and promoting harmonious coexistence. Leaders who demonstrate openness to diverse perspectives contribute to an environment that values inclusivity and social harmony (Sirivichayaporn et al., 2018; Udompittayason et al., 2019). Second, intercultural communication competence is essential in mitigating misunderstandings, fostering trust, and cultivating positive relationships through clear and contextually appropriate exchanges of ideas (Leelasrisiri, 2015; Cherkowski & Ragoonaden, 2016). Third, flexibility and adaptability are critical for leaders and organizations to address challenges arising from cultural and religious differences, fostering critical thinking and openness to novel ideas that promote long-term coexistence (Masten & Cicchetti, 2016; Sopa & Tuksino, 2020). Fourth, creative problem-solving is integral to multicultural leadership, involving in-depth analysis and inclusive decision-making processes that reduce conflict, build trust, and enhance cooperation among diverse groups (Hofstede et al., 2010; Webb et al., 2021). Fifth, building intercultural networks plays a significant role in breaking down barriers and enhancing mutual understanding by fostering collaborations with civil society and religious organizations, focusing on peacebuilding initiatives and interfaith dialog (Junhasobhaga et al., 2020; Putnam, 2021). Lastly, the development of culturally relevant morals and ethics is vital for nurturing empathy and reducing prejudice through cross-cultural learning, emphasizing the importance of religious and local values in promoting social cohesion (MacIntyre, 2007; Noddings, 2013). In sum, multicultural leadership is about managing a diverse workforce and involves a comprehensive approach that integrates cultural understanding, communication, adaptability, creative problem-solving, and ethical engagement. Leaders who embody these attributes contribute to building resilient, inclusive, and globally competitive organizations (Laeheem et al., 2025).

2.4. Theoretical Foundations of the Multicultural Leadership Promotion Program

The development of the multicultural leadership promotion program for youth in the three southern border provinces was grounded in experiential learning theories, drawing from the foundational work of Kolb (1984), Dewey (1938), Piaget (1952), Schön (1983), Lewin (1946), and Jenkins et al. (2007). These theorists collectively emphasized that learning was an iterative process shaped by direct engagement, reflection, adaptation, and social interaction. A synthesis of these perspectives revealed five core principles that informed the program’s structure and pedagogical approach.

First, learning was understood as an ongoing, cyclical process that involved repeated engagement with experience. Kolb (1984) outlined a four-stage learning cycle, beginning with Concrete Experience, where individuals encountered real-world situations; followed by Reflective Observation, which allowed for the analysis and interpretation of events. This stage led to Abstract Conceptualization, in which learners integrated insights into broader theoretical frameworks, and culminated in Active Experimentation, where newly acquired knowledge was tested in novel contexts.

Second, direct engagement with real-world scenarios was considered essential for meaningful learning. Jenkins et al. (2007) argued that active participation in practical experiences enhanced comprehension and facilitated the transfer of knowledge across different situations. Lewin (1946) similarly advocated for learning through action, stressing the importance of hands-on practice and environmental interaction in fostering deeper understanding.

Third, reflection played a central role in knowledge construction. Dewey (1938) maintained that experiential learning had to be accompanied by reflective thought, which allowed individuals to critically evaluate their experiences, connect them to theoretical concepts, and refine their problem-solving abilities. Schön (1983) expanded on this idea by identifying two forms of reflection: Reflection-in-Action, which occurred during an activity and enabled immediate adjustments, and Reflection-on-Action, which involved retrospective analysis for future improvement.

Fourth, encountering unfamiliar situations stimulated cognitive development. Piaget (1952) posited that learning was driven by the need to reconcile new experiences with existing mental structures. This process involved Assimilation, in which individuals attempted to interpret new situations using prior knowledge, and Accommodation, in which existing frameworks were revised to incorporate new insights. Such cognitive adjustments were seen as crucial for developing flexible and adaptive thinking.

Finally, learning was understood to be inherently social and reliant on interaction with others. Both Lewin (1946) and Bandura (1986) emphasized the significance of collaborative learning environments, where individuals exchanged ideas, drew from collective experiences, and learned through role modeling. Engagement with diverse cultural and social contexts further enriched the learning process by exposing individuals to multiple perspectives and fostering a deeper understanding of complex issues.

By integrating these principles, experiential learning provided a robust theoretical foundation for fostering multicultural leadership. Immersive engagement, structured reflection, cognitive adaptability, and social interaction enabled learners to develop a profound understanding of diverse perspectives, enhanced their critical thinking abilities, and cultivated the skills necessary to navigate the complexities of multicultural societies effectively (Laeheem et al., 2025).

2.5. Multicultural Leadership Theory and Its Relevance to This Study

Multicultural leadership theory provides a critical lens through which leadership in culturally diverse and conflict-sensitive environments can be understood and developed. Rooted in the principles of inclusivity, equity, and intercultural understanding, this theoretical approach emphasizes the capacity of leaders to engage effectively across cultural boundaries, foster mutual respect, and navigate complex social dynamics (Banks, 2015). In regions such as Thailand’s three southern border provinces—where ethnic, religious, and linguistic diversity is deeply entrenched—multicultural leadership offers a contextually grounded model that equips young leaders with the skills to address intergroup tensions and promote peaceful coexistence (Laeheem et al., 2025).

Banks (2015) argues that multicultural leaders must not only understand cultural differences but also possess the ability to challenge exclusionary structures, advocate for social justice, and empower marginalized communities. These competencies are reflected in the current study’s framework, which identifies key multicultural leadership dimensions such as cultural awareness, cross-cultural communication, adaptability, collaborative networking, and ethical responsibility. Complementing Banks’s perspective, Leung et al. (2014) proposed the concept of Cultural Intelligence (CQ)—a multi-dimensional construct essential for leadership in diverse settings. CQ includes the following: Metacognitive CQ—the ability to plan and monitor cross-cultural interactions. Cognitive CQ: knowledge about norms, practices, and conventions in different cultures. Motivational CQ: the drive and confidence to function in culturally diverse situations. Behavioral CQ: the capacity to adjust verbal and nonverbal behavior appropriately. These dimensions are directly aligned with the leadership qualities emphasized in this study, especially in fostering intercultural engagement, empathy, and responsiveness among youth (Laeheem et al., 2025).

Further supporting the multicultural leadership paradigm, Arasaratnam and Doerfel (2015) emphasize that leaders in multicultural contexts must demonstrate intercultural sensitivity, the ability to manage cultural power dynamics, and the capacity to serve as cultural mediators. Such skills are particularly relevant in conflict-prone regions like the southern border provinces, where misunderstandings rooted in religious or ethnic identity often underlie social tension. In parallel, C. Caldwell et al. (2017) underscore the importance of moral character and ethical stewardship in leadership, asserting that effective leaders must uphold values that transcend individual interest in favor of collective well-being. This aligns with the present study’s emphasis on cultivating culturally relevant moral and ethical frameworks, particularly within youth leadership training programs.

Moreover, M. H. Nguyen and Ng (2020) found that leadership development programs that incorporate multicultural education and intercultural exposure significantly enhance prosocial behavior, empathy, and collaborative skills among youth, especially in post-conflict and high-diversity settings. These findings reinforce the rationale for developing programs that intentionally integrate local cultural realities, such as those in the provinces of Pattani, Yala, and Narathiwat (Laeheem et al., 2025).

Lastly, the Complexity Leadership Theory proposed by Uhl-Bien and Arena (2018) offers a dynamic framework for understanding leadership in environments marked by continuous change and diversity. Their model highlights the need for leaders to enable adaptive capacity, foster innovation, and facilitate collective problem-solving—all of which are crucial in multicultural regions navigating both tradition and transformation. Taken together, these theoretical perspectives converge on the view that multicultural leadership requires more than technical expertise—it demands cultural empathy, ethical grounding, adaptability, and a commitment to social cohesion. The multicultural leadership development program proposed in this study is firmly anchored in these theoretical foundations, aiming to equip youth with the necessary skills and dispositions to lead inclusively and effectively in diverse and complex societal contexts (Laeheem et al., 2025).

3. Materials and Methods

This study employs a Research & Development (R&D) methodology, structured into two distinct phases to systematically develop and assess a program designed to promote multicultural leadership among youth in Thailand’s three southern border provinces. The study integrates qualitative and quantitative approaches, ensuring a comprehensive exploration of multicultural leadership characteristics, program development, implementation, and effectiveness assessment.

3.1. Phase 1: Program Development for Multicultural Leadership Promotion

The initial phase focuses on designing a structured program to cultivate multicultural leadership competencies among youth, based on an extensive examination of theoretical foundations, empirical research, and stakeholder insights. This phase is divided into two key stages:

3.1.1. Exploratory Research and Needs Assessment (R1)

This stage involves an in-depth investigation into the characteristics and essential competencies of multicultural leadership in youth within the three southern border provinces. It includes:

(1)

Theoretical and conceptual analysis: A comprehensive review of relevant theories, principles, and prior research on multicultural leadership, experiential learning, social integration, and youth development is conducted. The review provides a foundation for constructing a theoretical framework to inform program design.

(2)

Empirical data collection: In-depth qualitative data were collected through semi-structured interviews with key stakeholder groups, including academic scholars, community leaders, parents, and youth representatives. Each group comprised 15 participants, resulting in a total of 60 informants. The study employed a purposive sampling technique, which was selected to capture diverse, information-rich perspectives that reflect the cultural, religious, and social complexity of the three southern border provinces of Thailand. Participants were purposively selected based on their relevance to the study objectives, subject-matter expertise, and lived experiences related to multicultural leadership. Sampling criteria included ethnic and religious background, geographical setting (urban versus rural communities), gender balance, and level of involvement in multicultural or youth development initiatives. These criteria ensured a broad and meaningful representation of voices within the research context.

(3)

Data analysis and thematic interpretation: Content analysis is used to identify recurring themes, leadership attributes, and the socio-cultural challenges faced by youth. The insights gained inform the development of a conceptual framework for the program.

3.1.2. Program Design and Expert Validation (D1)

The findings from the exploratory research guide the structured development of the multicultural leadership program. This phase entails:

(1)

Curriculum and activity development: A series of interactive and experiential learning-based activities are designed to enhance youth leadership skills, cultural competence, and conflict resolution abilities. The curriculum incorporates real-world scenarios, participatory discussions, case studies, and simulation exercises to foster leadership growth.

(2)

Expert review assurance: Five subject-matter experts specializing in learning methodologies, curriculum development, program evaluation, and multicultural leadership review the program structure. They assess its coherence, relevance, and pedagogical soundness using standardized criteria. A mean rating threshold of 3.50 or above and a standard deviation of no more than 1.00 are established as benchmarks for program acceptance.

(3)

Content validity and alignment check: The Index of Congruence (IOC) is applied to measure consistency between program objectives and designed components, with a threshold value of 0.5 or higher indicating sufficient alignment.

3.2. Phase 2: Program Implementation and Effectiveness Evaluation

The second phase focuses on testing the program’s efficacy in fostering multicultural leadership skills among youth, utilizing a systematic approach to implementation and rigorous evaluation techniques.

3.2.1. Pilot Implementation and Pre-Post Evaluation (R2)

(1)

Participant selection and intervention: The finalized program is implemented with a target group of 22 youth participants from the three southern border provinces. A one-group pretest-posttest design is employed, allowing for the assessment of program impact on participants’ multicultural leadership competencies before and after engagement. The selection of participants for the experimental phase was guided by the following criteria: (1) Participant Profile: Youth leaders aged 18–25 years from sub-districts under local administrative organizations in the three southern border provinces of Thailand. Selection was conducted in collaboration with community leaders and presidents of local youth clubs within the designated areas. (2) Leadership Assessment and Commitment: Participants were required to have multicultural leadership assessment scores at a low to medium level. Additionally, they had to demonstrate a willingness to engage consistently in the experimental activities throughout the entire duration of the program. (3) Diversity and Control of Confounding Variables: The selection process prioritized cultural diversity, including variations in religion, language, and ethnicity. At the same time, efforts were made to minimize significant differences in other factors that might influence leadership outcomes, such as age, gender, educational background, and religious affiliation.

(2)

Research design and procedures. This study employed a One-Group Pretest–Posttest Design with Repeated Measures and was conducted in the following stages:

Step 1: Pretest (O₁). A baseline assessment of multicultural leadership was conducted with youth in the target area to gather preliminary data and identify eligible participants. The completed assessment forms were reviewed, and the results were compiled to serve as the pretest scores.

Step 2: Experimental Phase (Treatment). The selected participants engaged in a multicultural leadership development program consisting of 18 structured activity plans. Each session was conducted once per session, lasting 2 h, for a total of 36 h.

Step 3: Posttest (O₂). Upon completion of the experimental phase, participants were reassessed using the same multicultural leadership assessment. The results were compiled to determine posttest scores.

Step 4: Follow-up Intervention. One month after the initial experiment, participants took part in a follow-up intervention based on the same 18 activity plans. The follow-up consisted of 9 sessions (2 activities per session), with each session lasting 2 h, totaling 18 h.

Step 5: Follow-up Assessment (O₃). After the follow-up phase, participants were reassessed to evaluate sustained changes in multicultural leadership. These results were compiled as the follow-up posttest scores.

(3)

Assessment Instrument: The assessment instrument used in this study was the Youth Multicultural Leadership Assessment in the Three Southern Border Provinces, developed by the researcher (Laeheem et al., 2025). The tool employed a 5-point Likert rating scale, ranging from 1 (lowest) to 5 (highest), to measure levels of multicultural leadership among youth. The instrument’s content validity was evaluated by five experts, and items were assessed using the Index of Item-Objective Congruence (IOC). Only items with IOC values between 0.60 and 1.00 were retained, while others were revised based on expert recommendations. To examine the instrument’s reliability, a pilot test (try-out) was conducted with a group of 45 youth participants who were not part of the study’s target sample. The internal consistency of the instrument was analyzed using Cronbach’s Alpha, which yielded a reliability coefficient of 0.845, indicating a high level of reliability suitable for research purposes.

(4)

Statistical analysis of program impact: The effectiveness of the program is determined using a combination of inferential statistical techniques:

(4.1)

The paired sample t-test is used to compare pretest and posttest scores, identifying statistically significant improvements in leadership attributes.

(4.2)

Pearson product moment correlation examines relationships between different leadership traits developed through the program.

(4.3)

Repeated measures ANOVA is employed to analyze variations in leadership competencies across multiple assessment points, ensuring sustained program effectiveness over time.

3.2.2. Program Evaluation and Expert Validation (D2)

(1)

Comprehensive impact assessment: The program was subjected to a comprehensive evaluation based on five key dimensions: accuracy, relevance, cost-effectiveness, usefulness, and feasibility. The primary instrument used was a Program Appropriateness Assessment Form, developed to gather expert evaluations of the multicultural leadership development program for youth in the three southern border provinces of Thailand. This instrument utilized a 5-point Likert scale (1 = least appropriate to 5 = most appropriate) and measured the following aspects: (1) Accuracy—Assesses whether the program’s content, methodology, and structure are academically valid and aligned with relevant theoretical foundations. (2) Relevance—Evaluates the cultural and contextual suitability of the program, particularly its alignment with the values, beliefs, and social norms of youth in the target provinces. (3) Cost-effectiveness—Determines whether the outcomes justify the resources expended, including time, budget, and personnel. (4) Usefulness—Measures the program’s effectiveness in fostering multicultural leadership and generating meaningful outcomes for both youth and their communities. (5) Feasibility—Examines the practicality of implementing the program under real-world conditions and resource constraints specific to the region.

(2)

Expert panel review: To evaluate the long-term viability of the multicultural leadership development program, a panel of nine experts participated in a structured seminar. These individuals were selected through purposive sampling based on their specialized knowledge and professional experience in fields relevant to youth leadership and multicultural education. Experts were selected according to the following criteria: (1) Possession of advanced academic qualifications or recognized expertise in their respective disciplines, (2) Demonstrated experience in research, publication, or program implementation related to youth leadership, education, or multicultural issues, and (3) Willingness and availability to participate in the review process and provide constructive, evidence-informed feedback. The expert panel served to assess the appropriateness, accuracy, and feasibility of the program prior to implementation. Their feedback was instrumental in refining the content and structure of the program to enhance its relevance and potential for broader application.

(3)

Quantitative data analysis: Data from expert evaluations were analyzed using the R statistical software (version R-4.5.1 for Windows), with analytical support provided by the R Commander package (Version 2.9-5), and using descriptive statistics, particularly mean and standard deviation calculations, to determine the overall effectiveness and areas for improvement. By incorporating a robust research design, integrating empirical data with theoretical insights, and employing rigorous evaluation methods, this study ensures that the developed program is theoretically grounded and practical, effective, and adaptable for future use. The structured methodology enhances the reliability and applicability of the findings, contributing to the broader field of multicultural leadership development in diverse social contexts.

4. Results

4.1. Development of a Program to Promote Multicultural Leadership for Youth in the Three Southern Border Provinces

4.1.1. Analysis of Multicultural Leadership Characteristics of Youth in the Three Southern Border Provinces

Through the analysis of theoretical frameworks, relevant research, and in-depth interviews, it is concluded that the multicultural leadership characteristics of youth in the three southern border provinces can be delineated into six key components:

(1)

Awareness and acceptance of diversity: This component emphasizes the importance of fostering understanding, reducing prejudice, and promoting peaceful coexistence. It is crucial for youth to gain an understanding of diverse histories, cultures, and ways of life, which helps in cultivating an open-minded approach to listening to and respecting differing viewpoints. The recognition of the value of diversity contributes to fostering cooperation and reducing conflict. Promoting the rights and dignity of all groups is foundational to creating a sustainable society. This process equips youth to become effective future leaders who can unify communities and encourage broader social cooperation. Youth exhibiting these characteristics are capable of living harmoniously with others, thereby inspiring the development of a cohesive and peaceful society.

(2)

Cross-cultural communication skills: These skills are indispensable in an increasingly globalized world, enabling individuals to understand and adapt to diverse societies effectively. The components of these skills include self-awareness, cultural understanding, tolerance, flexibility, and the ability to build meaningful relationships. In the context of the three southern border provinces, where multiculturalism is prevalent with diverse religions, languages, and cultures, effective communication is essential for reducing misunderstandings and promoting cooperation. To develop these skills, youth must engage in learning about various cultures, practice culturally contextual listening and speaking, and remain open to learning through firsthand experiences. Cross-cultural communication is a means of conflict reduction and a cornerstone of a peaceful and sustainable society.

(3)

Flexibility and adaptability: These are vital skills for responding to challenges and changes. The ability to recover from hardships and adapt to evolving circumstances fosters personal growth and stability. For youth in the three southern border provinces, multicultural leadership requires leaders who can bridge differences and foster collaboration, thus reducing conflict and promoting community development. The development of these skills in youth is crucial for building a peaceful, resilient, and sustainable society.

(4)

Creative problem-solving in a multicultural context: This component emphasizes the importance of leaders who can address differences constructively. Leaders must utilize their listening, compromising, and problem-solving skills to identify solutions that are acceptable to all parties involved. Teaching youth to resolve conflicts and collaborate within a diverse society will contribute to building a peaceful community. Additionally, the use of digital technology to connect youth from varied backgrounds can enhance communication and the exchange of ideas. Developing competencies in listening, negotiation, and adaptation to changing circumstances will empower youth to navigate future challenges and cultivate leaders capable of promoting sustainable peace within their communities.

(5)

Building intercultural networks: Developing the ability to establish networks that enhance understanding and cooperation across diverse groups is vital for reducing conflict and fostering peaceful, sustainable societies. These networks connect individuals from different cultures through dialog-based activities and the creation of safe spaces for discussions. By cultivating multicultural leadership in youth, they are prepared to manage diversity and spearhead social change. Such networks also promote collaboration skills, conflict resolution, teamwork, and trust-building, all of which are essential for fostering positive inter-cultural relationships and increasing community participation in both economic and social development. Building these networks is a key strategy for ensuring a stable and sustainable society in the future.

(6)

Developing culturally relevant morals and ethics: This component is critical in instilling values that enable youth to understand religious, ethnic, and cultural differences. Cultivating flexible ethical frameworks helps mitigate conflicts and enhances cooperation among diverse groups, facilitating community development. Upholding respect for diverse opinions and making fair, ethical decisions contribute to peaceful coexistence. Moreover, developing leaders who are deeply connected to local cultures strengthens their capacity to collaborate effectively in diverse societal contexts, which is essential for fostering economic and social development in the region. By instilling morality that focuses on the collective good, youth can develop leadership skills that will fortify communities and society at large in the future.

4.1.2. Design of a Program to Promote Multicultural Leadership for Youth in the Three Southern Border Provinces

An evaluation of the program designed to promote multicultural leadership in the three southern border provinces, conducted by a panel of five experts, revealed that the program was deemed to be highly appropriate across all aspects. The program received a mean score of 4.76 (S.D. = 0.47), indicating strong overall approval. Additionally, the program demonstrated a consistency index ranging from 0.8 to 1.0, which signifies a high degree of alignment between the program’s objectives and the associated learning activity plans. This consistency across various components indicates that the program effectively integrates its goals with the practical implementation of activities aimed at fostering multicultural leadership among youth. These findings suggest that both the program structure and the learning activities are well-suited to the needs and context of the target population. The details of the developed program are outlined below:

(1)

Principles, objectives, and duration

The program designed to promote multicultural leadership for youth is grounded in principles that emphasize the creation of learning experiences focused on fostering an understanding of cultural diversity, enhancing self-awareness and interpersonal awareness, promoting mindfulness and emotional regulation, and facilitating the exchange of knowledge and experiences. These elements are intended to cultivate critical thinking and problem-solving skills among participants. The program adopts a participatory, process-oriented approach to assessment, reflecting the learning outcomes and contributing to the development of leaders who value and respect diversity. The program’s objectives are as follows: to cultivate youth leadership that honors multiculturalism, to encourage experiential learning and reflection, to foster self-awareness and empathy for others, to establish networks of cooperation between youth and their communities, and to develop skills for resolving conflicts peacefully. The program will span 18 weeks, with sessions conducted for 2 h per week, amounting to a total of 36 h. Following the main program, there will be a 9-week follow-up phase, with 2 h sessions held once per month, for 18 additional hours.

(2)

Activity steps

The Multicultural Leadership Development Program follows the “EARCA” process, which encompasses five primary steps designed to enhance youths’ understanding and leadership skills in a multicultural context:

• (2.1)

  Step 1: Experiential exposure—This step aims to spark interest and broaden understanding of cultural, religious, and ethnic diversity. The goal is to reduce prejudice and cultivate skills for working effectively with individuals from diverse cultural backgrounds.

  (2.2)

  Step 2: Active exploration & engagement—In this phase, youth actively engage with the concepts introduced in the first step. Activities are designed to encourage collaboration and active participation in a multicultural society.

  (2.3)

  Step 3: Reflective thinking & analysis—This step involves guiding youth to reflect upon and critically analyze their experiences, allowing them to gain deeper insights into their roles and actions in contexts involving cultural diversity.

  (2.4)

  Step 4: Concept integration & synthesis—Here, youths connect and synthesize the knowledge and experiences gained from the previous steps, developing leadership skills that are applicable in a multicultural society.

  (2.5)

  Step 5: Application & extension—The final step encourages youth to apply the knowledge and skills they have acquired by designing and implementing projects that promote intercultural understanding within their communities and broader society.

(3)

Activity plans

The program consists of 18 detailed learning activity plans aligned with six core leadership characteristics:

• (3.1)

  Diversity awareness and acceptance (3 activities)—These activities aim to enhance understanding of the significance of cultural diversity, foster acceptance of differences, and promote peaceful coexistence within a multicultural society.

  (3.2)

  Intercultural communication competence (3 activities)—These activities focus on improving communication skills, including deep listening and conflict management across cultures.

  (3.3)

  Flexibility and adaptability (3 activities)—These activities seek to cultivate adaptability in various environments, enhance acceptance of change, and develop social and emotional adjustment skills.

  (3.4)

  Creative problem solving in multicultural contexts (3 activities)—This component encourages creative thinking and problem-solving within multicultural contexts, including conflict management and case study analysis of cross-cultural issues.

  (3.5)

  Intercultural networking (3 activities)—These activities promote teamwork in a multicultural society, encourage the development of sustainable relationships, and foster effective inter-ethnic networking.

  (3.6)

  Developing culturally inclusive ethics and morality (3 activities)—These activities focus on developing moral frameworks suited to multicultural societies, exploring the role of leaders in promoting cross-cultural ethics and examining the success of ethical practices in managing diversity.

(4)

Learning assessment

The assessment process aims to measure changes in the multicultural leadership characteristics of youth across the six key components, using clear indicators for each to track development. The assessment will be conducted using experimental research methods, specifically a pre-and-post-program comparison employing Paired Sample t-tests and Analysis of Variance (ANOVA) with repeated measures. This methodology will allow for accurate analysis of the program’s impact and provide data that can be used to refine the program to better align with the needs and context of youth in the three southern border provinces.

(5)

Integration of local religious values into the program

The multicultural leadership development program incorporated key religious principles—Akhlaq (moral character) and Ummah (community solidarity)—into practical learning tasks to ensure cultural relevance and ethical depth. Namely, (1) Akhlaq: Ethical Leadership Practice; The principle of Akhlaq, emphasizing virtues such as honesty, respect, humility, and justice, was embedded in activities promoting ethical decision-making and personal reflection. Youth engaged in Ethical case analysis from real-life multicultural scenarios. Reflective journaling based on moral teachings. Group dialogs linking Islamic values to leadership behaviors. These tasks reinforced moral reasoning and leadership grounded in integrity. (2) Ummah: Community and Collective Responsibility: The concept of Ummah was applied through activities that fostered collaboration, service, and inclusive leadership. Learning tasks included Intercultural team projects benefiting local communities. Role-play simulations on conflict resolution and cooperation. Peer learning across religious and ethnic backgrounds. These activities cultivated a sense of shared responsibility and social harmony. Both principles were integrated throughout the program’s EARCA experiential learning cycle—Exposure, Analysis, Reflection, Creation, and Application—enabling youth to translate religious values into practical leadership competencies. Islamic ethics thus served as both a foundation and a framework for fostering culturally grounded, socially responsible leadership.

4.2. Evaluation of the Effectiveness of the Program to Promote Multicultural Leadership for Youth in the Three Southern Border Provinces

4.2.1. Implementation of the Program to Promote Multicultural Leadership in the Target Group

An analysis of the mean scores for the assessment of the six multicultural leadership characteristics was conducted using the Paired Sample t-test and Pearson Product Moment Correlation. The results of this analysis are presented in

Table 1. Comparison of multicultural leadership characteristics before and after the learning activities.

Multicultural Leadership Characteristics	After the Activity	Mean	S.D.	t Test		Correlation
				t	p	r	p
1. Awareness and acceptance of diversity	2nd evaluation	3.26	0.16	19.972	0.000	0.582	0.005
	3rd evaluation	3.93	0.18
2. Cross-cultural communication skills	2nd evaluation	3.40	0.25	12.049	0.000	0.558	0.007
	3rd evaluation	3.96	0.20
3. Flexibility and Adaptability	2nd evaluation	3.24	0.18	11.914	0.000	0.577	0.005
	3rd evaluation	3.89	0.31
4. Creative problem-solving in a multicultural context	2nd evaluation	3.24	0.18	20.139	0.000	0.735	0.000
	3rd evaluation	3.88	0.22
5. Building intercultural networks	2nd evaluation	3.29	0.17	21.001	0.000	0.771	0.000
	3rd evaluation	3.86	0.20
6. Developing culturally relevant morals and ethics	2nd evaluation	3.35	0.19	16.166	0.000	0.778	0.000
	3rd evaluation	3.86	0.23

. Additionally, an analysis of variance with repeated measures was performed, with the findings outlined in

Table 2. Comparison of the differences between scores from the three measurements.

Source	df	SS	MS	F	p
1. Awareness and acceptance of diversity
Evaluation period	2	20.684	10.342	286.500	0.000
Error	63	2.274	0.036
2. Cross-cultural communication skills
Evaluation period	2	21.833	10.920	218.900	0.000
Error	63	3.142	0.050
3. Flexibility and adaptability
Evaluation period	2	13.930	6.965	110.000	0.000
Error	63	3.987	0.063
4. Creative problem-solving in a multicultural context
Evaluation period	2	8.452	4.226	94.470	0.000
Error	63	2.818	0.045
5. Building intercultural networks
Evaluation period	2	12.263	6.123	95.440	0.000
Error	63	4.047	0.064
6. Developing culturally relevant morals and ethics
Evaluation period	2	9.488	4.744	85.480	0.000
Error	63	3.496	0.055

. These statistical methods were employed to evaluate the impact of the program on the participants and to assess the relationships between variables before and after the implementation of the learning activities.

From the analysis presented in Table 1, it was found that the youth demonstrated significantly higher scores in the six multicultural leadership traits in the third measurement compared to the second, with a statistical significance at the 0.001 level. When examining the correlation values between the second and third measurements for each component, the results revealed a moderate positive correlation at the 0.01 significance level for three components: Component 2, Intercultural Communication Competence (correlation coefficient = 0.558), Component 3, Flexibility and Adaptability (correlation coefficient = 0.577), and Component 1, Awareness and Acceptance of Diversity (correlation coefficient = 0.582). Furthermore, a high positive correlation was observed for Components 4, Creative Problem-Solving in a Multicultural Context, Component 5, Building Intercultural Collaborative Networks, and Component 6, Developing Culturally Connected Morals and Ethics, with statistical significance at the 0.001 level, yielding correlation coefficients of 0.735, 0.771, and 0.778, respectively. These findings suggest that the program effectively enhanced the multicultural leadership skills of the youth, particularly in the latter components.

From the analysis presented in Table 2, the comparison of the mean score differences and the adjusted degrees of freedom for the Sphericity Assumed model reveals the following findings:

(1)

The mean score for awareness and acceptance of diversity in the third measurement (Mean = 3.93, S.D. = 0.18) was significantly higher than both the first measurement (Mean = 2.56, S.D. = 0.22) and the second measurement (Mean = 3.26, S.D. = 0.16), with the differences being statistically significant at the 0.001 level.

(2)

The mean score for intercultural communication competence was significantly higher in the third measurement (Mean = 3.96, S.D. = 0.20) compared to the first measurement (Mean = 2.56, S.D. = 0.21) and the second measurement (Mean = 3.40, S.D. = 0.25). The differences in mean scores across all three measurements were statistically significant at the 0.001 level.

(3)

For flexibility and adaptability, the mean score in the third measurement (Mean = 3.89, S.D. = 0.31) was higher than in both the first measurement (Mean = 2.77, S.D. = 0.24) and the second measurement (Mean = 3.24, S.D. = 0.18), with the differences being statistically significant at the 0.001 level.

(4)

The mean score for creative problem solving in a multicultural context in the third measurement (Mean = 3.88, S.D. = 0.22) was significantly higher than in the first (Mean = 3.05, S.D. = 0.23) and second measurements (Mean = 3.24, S.D. = 0.18), with a statistically significant difference at the 0.001 level.

(5)

The mean score for intercultural collaboration networks was higher in the third measurement (Mean = 3.86, S.D. = 0.20) than in the first (Mean = 2.81, S.D. = 0.35) and second measurements (Mean = 3.29, S.D. = 0.17), with the differences being statistically significant at the 0.001 level.

(6)

Finally, the mean score for the development of morality and ethics linked to culture was significantly higher in the third measurement (Mean = 3.86, S.D. = 0.23) compared to both the first (Mean = 2.94, S.D. = 0.27) and second measurements (Mean = 3.35, S.D. = 0.19), with the differences being statistically significant at the 0.001 level.

In conclusion, the findings indicate that the program designed to promote multicultural leadership effectively fostered leadership qualities among the youth in the three southern border provinces. The data demonstrate a clear trend of improvement over time, with statistically significant increases in multicultural leadership traits as the program progressed. These results validate the program’s efficacy in developing multicultural leadership among the youth participants.

4.2.2. Validation of the Effectiveness of the Multicultural Leadership Development Program for Youth in the Three Southern Border Provinces

To ensure the rigor and practical applicability of the multicultural leadership development program for youth in the three southern border provinces, an expert panel comprising nine specialists was engaged to assess its effectiveness across five key dimensions: accuracy, appropriateness, feasibility, cost-effectiveness, and practical utility. The expert panel included: Two experts in learning management, ensuring that the pedagogical framework and instructional strategies were well-grounded in educational theory and practice. Two experts in measurement and evaluation, examined the robustness of the assessment tools and the validity of the evaluation methodology. Two experts in behavioral research, provided insights into the psychological and social impacts of the program. Two experts in leadership and social innovation, assessed the program’s ability to cultivate leadership skills and drive societal change. One expert in multiculturalism evaluated the program’s cultural relevance and inclusivity. The evaluation was conducted using a structured assessment instrument, and the collected data were analyzed using mean and standard deviation to determine the program’s overall effectiveness. The findings revealed that, according to expert opinions, the program was rated at the highest level across all dimensions, indicating strong validation of its effectiveness. Specifically:

(1)

Accuracy received the highest rating (Mean = 4.67), indicating that the program’s theoretical foundation, objectives, and learning activities were aligned with established principles of multicultural leadership development.

(2)

Appropriateness was rated at a similarly high level (Mean = 4.65), suggesting that the program’s content and structure were well-suited to the target demographic and regional context.

(3)

Feasibility of implementation (Mean = 4.64) reflected an expert consensus on the practicality of executing the program within real-world educational and community settings.

(4)

Cost-effectiveness (Mean = 4.62) highlighted the program’s efficiency in achieving its intended outcomes relative to resource investment, demonstrating its sustainability potential.

(5)

Usefulness (Mean = 4.61) confirmed the program’s tangible benefits in fostering multicultural leadership skills among youth, with implications for broader social cohesion and community development.

These findings provide robust empirical support for the program’s efficacy in fostering multicultural leadership among youth in the three southern border provinces. The consistently high ratings across all assessed dimensions reinforce its value as an educational intervention, positioning it as a model for broader implementation in culturally diverse regions.

5. Discussion

Discussion of research findings based on research objectives.

(1) The EARCA program was developed and implemented as a structured experiential learning approach to foster multicultural leadership among youth in the three southern border provinces. Expert evaluations confirmed the program’s strong internal consistency and overall appropriateness. The research findings for each stage of the program are outlined as follows: The first stage, creating experiential exposure, provided youth with firsthand experiences through culturally immersive activities such as visits to multicultural communities, participation in cultural workshops, and engagement in interviews with individuals from diverse backgrounds. This approach aligns with Kolb’s (1984) experiential learning theory and is supported by the findings of Smith et al. (2021), which indicate that direct engagement with cultural diversity fosters deeper understanding. Additionally, Kim and Park (2020) highlight that exposure to different cultural settings helps mitigate prejudice and enhance mutual comprehension—essential attributes for leadership in multicultural environments. Beyond cultural exposure, participants also developed a broader awareness of the historical and social dynamics that shape various cultural groups, equipping them with the ability to navigate and lead within diverse social contexts. The second stage, active exploration and engagement, involved hands-on learning experiences, including collaborative projects with peers from different cultural backgrounds, problem-solving activities, and structured training exercises. These learning strategies resonate with Vygotsky’s (1978) constructivist perspective, which emphasizes the significance of social interaction in cognitive development. Similarly, Johnson et al. (2019) provides empirical support for the idea that practical engagement enhances cross-cultural competencies. Further evidence from Wang and Chen (2021) demonstrates that working in diverse teams strengthens communication skills and cultural adaptability. The findings suggest that through problem-solving exercises, simulated scenarios, and interactive workshops, participants improved their teamwork and adaptability and cultivated creativity in addressing challenges in multicultural settings. The third stage, reflective thinking and analysis, emphasized structured reflection as a key mechanism for the critical examination of experiences and deeper engagement with multicultural leadership concepts. Drawing on Schön’s (1983) reflective practice theory, this stage underscored the role of introspection in refining decision-making processes. Research by Lee et al. (2022) supports the notion that structured reflection enhances self-awareness and reduces cognitive biases, fostering a more inclusive and open-minded leadership style. Similarly, H. Nguyen and Tran (2020) found that reflective practices such as journaling and group discussions help individuals engage analytically with cultural complexities. In this study, participants utilized tools such as open-ended questioning and SWOT analysis, and facilitated discussions to critically assess the opportunities and challenges associated with multicultural leadership.

The fourth stage, concept integration and synthesis, encouraged participants to consolidate their learning and translate insights into actionable leadership strategies. This approach corresponds with Bloom’s Taxonomy (Bloom, 1956), which highlights synthesis as a crucial cognitive process in learning and development. Research by Brown et al. (2018) underscores the importance of synthesis in enhancing complex problem-solving abilities, while Zhao and Li (2021) demonstrate that structured group discussions facilitate the integration of multiple perspectives, leading to more informed decision-making. The findings suggest that participants effectively applied conceptual mapping techniques and systems thinking frameworks to strengthen their ability to lead in multicultural contexts. The final stage, application and extension, focused on the practical implementation of leadership competencies in real-world multicultural settings. This phase aligns with Bass and Avolio’s (1994) transformational leadership model, which emphasizes the significance of vision-driven, practice-oriented leadership development. Findings from Garcia et al. (2022) indicate that experiential learning significantly improves leadership effectiveness, while Patel and Singh (2021) highlight that engaging in real-life leadership scenarios fosters long-term skill retention. Additionally, Martinez et al. (2023) found that leadership practices through community projects and internships contribute to increased confidence and competence. Within the EARCA program, participants applied their leadership skills through structured decision-making exercises, conflict resolution simulations, and community engagement initiatives, all of which played a critical role in reinforcing their leadership growth within diverse sociocultural settings.

In conclusion, the findings affirm that the EARCA program serves as a well-structured and effective model for cultivating multicultural leadership among youth. By integrating experiential learning with theoretical foundations, the program ensures that participants acquire knowledge and internalize and apply leadership competencies in meaningful ways. The structured progression from experiential exposure to practical application supports the development of essential skills, positioning youth for sustained leadership success in culturally diverse societies.

(2) The EARCA program also emphasizes the development of Cultural Intelligence (CQ), aligning with the concept proposed by Ang et al. (2015), which underscores the importance of enhancing youth’s ability to understand and adapt to different cultural contexts. A key aspect of this development involves recognizing the perspectives of individuals from diverse cultural backgrounds and adjusting communication styles accordingly to foster mutual understanding. Additionally, the program plays a crucial role in equipping participants with skills for managing cultural conflicts—an essential competency supported by the study of Rockstuhl et al. (2021). This capacity for conflict resolution is particularly significant in the context of the three southern border provinces, where fostering coexistence and social harmony remains a priority. Through these mechanisms, the EARCA program emerges as an essential tool in preparing youth to become leaders who can contribute to a peaceful and inclusive society. Furthermore, the program’s quality and effectiveness have been affirmed through expert evaluations, which ensure the relevance and accuracy of its content and learning processes. The use of the performance evaluation process by experts, as outlined by Thomas (2009), serves as a rigorous approach for collecting expert opinions from various fields, thereby refining the program to better align with the needs of the target group. The study of Skulmoski et al. (2020) further supports the effectiveness of the performance evaluation process by experts in generating objective and reliable data. By engaging experts in leadership development and cultural diversity management, the program undergoes a thorough validation process, confirming its appropriateness, feasibility, and potential for local implementation. Their evaluations highlight the program’s strengths and provide constructive insights for improvement, ensuring its adaptability for application in other regions. The systematic integration of expert feedback, by the principles of the performance evaluation process by experts (Thomas, 2009), enhances the credibility and acceptance of the program, reinforcing confidence in its practical implementation.

The effectiveness of the EARCA program in developing multicultural leadership can also be assessed through Kirkpatrick’s Four-Level Training Evaluation Model (Kirkpatrick & Kirkpatrick, 2016), which provides a comprehensive framework for evaluating training outcomes. At the reaction level, participants responded positively to the program activities, demonstrating enthusiasm and high engagement, which contributed to an interactive and meaningful learning experience. At the learning level, evaluation results indicated improvements across all leadership components, reflecting participants’ acquisition of essential skills for managing diversity, active listening, articulating perspectives, and collaborating effectively in multicultural environments. At the behavior level, follow-up assessments revealed that youth exhibited positive behavioral changes when encountering culturally diverse situations, displaying flexibility, adaptability, and the ability to foster constructive interpersonal relationships. Finally, at the results level, the program contributed to substantial improvements in participants’ leadership skills, enhancing their capacity to work effectively in diverse settings. Long-term, these developments can foster a society that values cultural understanding and mutual respect, reinforcing the significance of multicultural leadership in shaping a cohesive and inclusive community (Kirkpatrick & Kirkpatrick, 2016).

6. Conclusions

The findings of this study on the development of a multicultural leadership promotion program for youth in the three southern border provinces underscore the program’s effectiveness in fostering awareness and acceptance of cultural diversity, enhancing intercultural communication skills, promoting flexibility and adaptability, developing creative problem-solving abilities in multicultural settings, strengthening intercultural networks, and cultivating culturally relevant ethical values. Through a structured experiential learning approach, the program systematically integrated key components, including experiential exposure, active participation, reflective analysis, conceptual integration, and practical application. The study’s results affirm that participants demonstrated a deeper understanding of cultural diversity, improved communication competencies, and enhanced leadership capacities within diverse social contexts. Furthermore, the significance of expert evaluation was highlighted as a crucial mechanism for refining the program, ensuring its validity, appropriateness, cost-effectiveness, practical utility, and feasibility. Experts confirmed the suitability of the program for the target demographic and provided constructive feedback for its continual improvement. Additionally, a systematic pilot study evaluating the program’s effectiveness yielded positive outcomes across all assessment levels, ranging from participant satisfaction to measurable advancements in multicultural leadership competencies and behavioral transformation.

The implications of these findings extend to the formulation of concrete policies and actionable strategies for government agencies, educational institutions, communities, and youth development organizations, particularly in the domains of multicultural education, youth leadership cultivation, and intersectoral collaboration. In the realm of education, the integration of multicultural perspectives within curricula emerges as a vital strategy for fostering understanding and acceptance of ethnic, religious, and linguistic diversity. This objective can be achieved through the incorporation of multicultural education modules, the facilitation of cultural exchange programs among youth from diverse ethnic and religious backgrounds to encourage mutual learning, and the development of cross-cultural communication courses alongside leadership enhancement initiatives within educational institutions. Regarding youth leadership development, there is a pressing need to support multicultural leadership training programs that target young individuals actively engaged in their communities. Establishing youth leadership development centers within the three southern border provinces serves as an essential measure to promote continuous learning and collaboration in multicultural environments. Additionally, the allocation of financial resources to sustain activities that facilitate cooperation among youth from different religious and ethnic groups is critical in strengthening social cohesion.

In the broader context of fostering interagency collaboration, policy initiatives should emphasize the coordination of efforts between government entities, the private sector, and civil society organizations in implementing programs that advance cross-cultural understanding. Addressing cultural biases and conflicts through the utilization of creative media represents a key strategy for promoting mutual comprehension, while the proactive engagement of governmental and non-governmental organizations in hosting dialog forums provides a structured platform for youth participation in intercultural exchange. The systematic implementation of these strategic measures is expected to contribute significantly to deepening mutual understanding, mitigating cultural tensions, and reinforcing sustainable peaceful coexistence in a diverse and multicultural society.

7. Limitations and Suggestions for Future Research

While this study provides meaningful insights into the development of multicultural leadership among youth in Thailand’s three southern border provinces, several limitations should be acknowledged. First, the study relied on purposive sampling with a relatively small and context-specific sample—60 interview participants and 9 expert reviewers. Although this approach allowed for in-depth exploration, it limits the generalizability of the findings beyond the immediate research setting. Second, the program was developed and validated within a unique sociocultural environment—characterized by a predominantly Muslim population and localized ethno-religious tensions. As a result, the extent to which the program can be applied to other multicultural or conflict-sensitive regions remains uncertain. Furthermore, the short-term nature of the evaluation did not allow for an assessment of the program’s longitudinal impact on leadership development or community engagement.

To address these limitations and enhance the applicability of the findings, future studies should:

(1)

Include a larger and more diverse participant pool, involving youth from different regions, cultural backgrounds, and educational settings, to broaden the scope and relevance of the program.

(2)

Adopt a mixed-methods design that combines qualitative insights with quantitative measures to strengthen analytical depth and validity.

(3)

Conduct longitudinal research to evaluate the program’s sustained impact on leadership competencies, intercultural understanding, and community engagement over time.

(4)

Explore cross-regional comparisons, examining how the program performs in different multicultural contexts, to inform adaptations and scalability.

Such future research would contribute to a more robust understanding of culturally responsive leadership development and support efforts to foster inclusive, ethical, and community-centered youth leadership in diverse societies.