Abstract Across Thailand’s Fine Arts, Music, and Performing Arts higher education, distinctive forms of artistic knowledge have long been sustained through embodied practice, oral transmission, and culturally situated pedagogies. In recent decades, however, national education reforms, including the Thai Qualifications Framework for Fine Arts (2015) and the adoption of Outcome-Based Education under TQF 2022 and AUN-QA, have reshaped how artistic learning is articulated, evaluated, and legitimised. These frameworks operate not only as administrative tools, but as epistemic systems that reconfigure what counts as knowledge within higher education.
This roundtable invites collective reflection on curriculum as an endangered conceptual world, a site where artistic knowledge is required to become legible, assessable, and institutionally recognizable, and where epistemic tensions emerge most acutely. Drawing on a research project involving in-depth interviews, dialogic reflection, and long-term observation with Thai artist–educators across disciplines, the discussion foregrounds how educators navigate ongoing struggles over what can still be said, practiced, and transmitted as artistic knowledge.
Rather than presenting a single argument, the roundtable opens a shared space to examine how embodied, process-based, and culturally embedded ways of knowing are negotiated within standardized outcome frameworks shaped by instrumental rationality and colonial epistemic legacies. Participants are invited to exchange experiences, strategies, and questions around curriculum design, assessment, and artistic transmission, attending to what may be at risk of being marginalised, displaced, or rendered unthinkable.
By situating curriculum within broader struggles over epistemic authority, the roundtable reframes artistic research as a collective practice of attentiveness, one that seeks to sustain the plurality of artistic wisdoms within contemporary higher education.