Publication: Metaphor Salience in Thai Higher Education: A Cognitive Linguistics Perspective
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Issued Date
2025-12-01
Resource Type
ISSN
01285157
eISSN
25502247
Scopus ID
2-s2.0-105025688796
Journal Title
3l Language Linguistics Literature
Volume
31
Issue
4
Start Page
434
End Page
449
Rights Holder(s)
SCOPUS
Bibliographic Citation
3l Language Linguistics Literature Vol.31 No.4 (2025) , 434-449
Suggested Citation
Chatreepinyo P., Wongthai N. Metaphor Salience in Thai Higher Education: A Cognitive Linguistics Perspective. 3l Language Linguistics Literature Vol.31 No.4 (2025) , 434-449. 449. doi:10.17576/3l-2025-3104-26 Retrieved from: https://hdl.handle.net/20.500.14740/54999
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Abstract
This study examines the prevalence of metaphors in Thai higher education discourse from a cognitive linguistic perspective. Despite numerous attempts for reform, Thailand's education system continues to face societal and structural challenges, including persistent reliance on rote learning and ineffective policy implementation. Utilising Conceptual Metaphor Theory (CMT), this research analyses the metaphorical language used in the philosophy, vision, mission, and goal statements of 164 Thai higher education institutions. The findings revealed a dominant use of "factory", "consumerism", and "construction" metaphors, reflecting perceptions of education as a mechanised process and commodified service. These metaphors influence educational practices and policies by emphasising efficiency and market-driven values over critical thinking and creativity. This evidence provides support for reframing education discourse in alignment with Sustainable Development Goal 4 (SDG 4). The study suggests that the metaphors employed in higher education should be reconsidered to promote a more student-focused approach that prioritises equity, creativity, and holistic development.