PHENOMENON-BASED LEARNING MANAGEMENT TO PROMOTE GLOBAL CITIZENSHIP FOR PEACEFUL COEXISTENCE AMONG GRADE 9 STUDENTS

Abstract

This research aims to 1) Study the current state and issues of learning management to promote global citizenship for peaceful coexistence among Grade 9 students and 2) Develop phenomenon-based learning management to promote global citizenship for peaceful coexistence among Grade 9 students in secondary schools in Pho Thale District, Phichit Province. This research is qualitative research. And collected data according to the research objective as follows: 1) In-depth interviews were conducted with social studies teachers and students, who were the primary informants selected based on purposive criteria, using structured interview guidelines. There were 8 participants. And 2) In-Depth interviews were also with 36 participants and 1 teacher observer who participated in the learning process. With the tools include: (1) In-depth interview guidelines, (2) Participant observation guidelines, and (3) An activity guide for phenomenon-based learning on the unit "Peaceful Coexistence."

The findings reveal that: 1) The current state and issues of learning management to promote global citizenship for peaceful coexistence among Grade 9 students: Curriculum and Content: While the content aligns with global citizenship concepts, teachers must independently select and adapt the materials. Teaching Methods: Lessons primarily focus on lectures and note-taking. Students: Family background influences students' motivation and classroom behavior. Teachers: Heavy workloads limit the time available for designing engaging learning experiences. Learning Environment: Although moral and ethical values are encouraged, some schools lack sufficient budget and resources. Teaching Materials: While teachers incorporate technology in the classroom, engaging and real-life-connected learning materials remain scarce. Assessment and Evaluation: Assessments primarily measure memorization, providing students with limited opportunities for reflective learning. (2) The development of phenomenon-based learning management to promote global citizenship and peaceful coexistence among Grade 9 students revealed that the learning activities aligned with the five key components of phenomenon-based learning: (1) Holisticity, (2) Authenticity, (3) Contextuality, (4) Problem-Based Inquiry Learning, and (5) Learning Process. Additionally, it was found that students demonstrated an increased sense of global citizenship and peaceful coexistence after participating in the phenomenon-based learning activities.