Integrative Approaches to Teaching Economics through Special Economic Zones: A New Frontier of Borderland Education in Chiang Rai Province Integrative Approaches to Teaching Economics through Special Economic Zones: A New Frontier of Borderland Education in Chiang Rai Province
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Abstract
This article aims to propose an integrative approach to teaching economics through the context of Special Economic Zones (SEZs) in Chiang Rai Province as an alternative model for borderland education. The study emerges from the limitations of economics instruction in Thai schools, which still emphasizes rote memorization and lacks connection to real-life situations and local communities. The objective of this research is to analyze the context of Chiang Rai's border SEZs, examine the current economics curriculum, and propose a learning approach that links educational content with actual local contexts. This study employs field research in Chiang Rai’s SEZ areas, document analysis, and conceptual synthesis of economic theories and place-based education. The findings present a four-step learning framework: (1) initiating with real-world problems and local contexts, (2) integrating core economic concepts with local realities, (3) creating localized economic models, and (4) employing multidimensional assessments. This approach can cultivate students' knowledge, skills, and economic consciousness in ways that are relevant to their lives and communities, fostering meaningful and sustainable learning for the 21st century.
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