Guidelines for Enhancing of Learning Ecosystem of Primary Schools in Border Area of the Upper Northern Region of Thailand
Article Sidebar
Main Article Content
Abstract
Abstract
The objectives of this article were to study 1) conditions for enhancing the learning ecosystem of primary schools in the border area in the upper northern region of Thailand, according to the teacher's perception, and 2) the guidelines for enhancing the learning ecosystem of primary schools in the border area. The sample group consisted 373 of teachers in the primary schools in the border area in the upper northern region of Thailand in academic Year 2023 and 7 informants. The employed research instruments consisted of 1) a questionnaire with the reliability coefficients of .76, and 2) the interview. The statistics employed for data analysis were the frequency, percentage, mean, standard deviation and. content analytics.
Research findings were as follows:
1) the overall and each aspect of conditions for enhancing the learning ecosystem of primary schools in the border area were at a high level;
2) the guidelines for enhancing the learning ecosystem of primary schools in the border area,that schools or agencies involved in providing education should do the following (1) creating a variety of courses and learning activities the keep up with the changes; (2) set content and learning activities accordingly; (3) set learning goals and choose the appropriate learning method; (4) create of learning platforms using various forms of technology; (5) support various educational resources adequately and appropriately; and (6) set a clear strategy and policy for learning management operations, emphasizing the use of participatory management.
The knowledge gained from this research can be used to formulate learning management policies for remote schools can be a learning management process that is appropriate, that learners receive quality development on an equal basis with learners in other areas. Moreover, there were applying to develop learning management systems to keep up with changes for maximum quality of education in Thailand.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
นริศรา ใจคง และ สิริกานต์ แก้วคงทอง. (2564). นิเวศการเรียนรู้ : เรื่องเก่าบนวิถีใหม่. วารสารการศึกษาไทย. 18(3). 64 – 69.
สำนักงานปลัดกระทรวงศึกษาธิการ. (2560). แผนพัฒนาการศึกษาพื้นที่ชายแดน (พ.ศ. 2560 – 2564). กรุงเทพมหานคร : กระทรวงศึกษาธิการ
สำนักงานเลขาธิการสภาการศึกษา. (2560). การกำหนดแนวทางการพัฒนาการศึกษาไทยกับการเตรียมความพร้อมสู่ศตวรรษที่ 21. กรุงเทพฯ : สำนักงานเลขาธิการสภาพการศึกษา
อภิชญา สวัสดี ศศิธร หาสินและกัลยารัตน์ สุขนันท์ชน.(2565). แนวทางการจัดระบบนิเวศการเรียนรู้ภายในสาถนศึกษารองรับการเรียนรู้เชิงรุก. e-Journal of Education Studies, Burapha University. 4(4). 67 – 78.
Hannon,V.P., and Temperley,J. (2011). Developing an innovation ecosystem for education. https://www.globalcitizenleaders.com/wp-conten/uploads/2017/03/innovation-Educat-CISCO.pdf
Holgado, A., & Penalvo, F.J. (2017). A metamodel proposal for developming learning ecosystems. Learning and collaboration technologies: Novel learning ecosystem. Cham:Springer International Publishing.
