THE DEVELOPMENTAL PROCESS OF CO-CREATION LIFE SKILLS PROMOTION ACTIVITIES FOR EARLY PRIMARY SCHOOL STUDENTS IN THUNG KHRU - BANG KHUN THIAN DISTRICT

Abstract

This research aimed to 1) identify the life skills needs of elementary school students and develop community-based learning activities for participatory life skills development in the Thung Khru-Bang Khun Thian area, and 2) evaluate and summarize activities organized jointly with stakeholder groups in the learning ecosystem. The conceptual framework for activity development was based on the 4H principles and participatory design. The sample consisted of Phase 1 – 24 teachers, 25 parents, and 33 students, totaling 82 participants. Phase 2 – 4 learning area entrepreneurs, 26 parents, and 26 students, totaling 56 participants, purposively selected from four types of education: government schools, private schools, alternative schools, and home schools. Phase 3 consisted of 4 teachers, 8 parents, 4 learning area entrepreneurs, and 2 community stakeholders, totaling 18 participants. Research instruments included interview forms, learning activity plans, life skills assessment forms, activity assessment forms, behavioral observation forms, and student group discussion record forms. The research was divided into three phases: Phase 1 – literature review, learning area study, and interviews; Phase 2 – development of learning activity plans; and Phase 3 – community forum with stakeholders.

The research results showed that 1) Students' life skills needs consisted of seven areas: appropriate emotional self-management, viewing themselves and others positively, empathy, accepting differences between themselves and others, observation and questioning with seeking answers, discovering their own preferences, aptitudes and abilities, and imaginative thinking. 2) Life skills assessments by parents, students' self-assessments, and community forums for exchanging information about activity organization reflected positive changes in all student groups. Recommendations included transferring activity organization lessons to other learning sources, developing curricula to enhance learning source entrepreneurs' competencies for independent activity organization, developing networks of learning source entrepreneurs within communities, creating community learning development approaches to propose policies and increase collaboration with the government for sustainable learning management systems and effectiveness.