An Analysis of Teacher Strategies for Managing Active Learning to Develop Student Competencies under the Constraints of the Central Curriculum in the Satun Educational Sandbox

Abstract

This research aimed to analyze teachers' strategies for active learning to develop student competencies under the core curriculum requirements in the Satun Educational Innovation Area.    A qualitative research methodology was used, collecting data through non-participant observation and in-depth interviews with 59 key informants (teachers, students, and parents) from 10 pilot schools. Data was analyzed by categorizing, interpreting, drawing conclusions, and presenting descriptive information. The research findings revealed that teachers developed three interconnected learning strategies: 1) Active learning design strategies integrating community context and interdisciplinary integration, where teachers shifted their role to coaching, using local problems, ecosystems, and wisdom as scenarios for student research-based projects; 2) Strategies for facilitating thinking and reflection by stimulating analytical thinking and connection, using scenarios to encourage student evaluation and civic awareness, and fostering reflection through diverse media; and 3) Authentic assessment strategies based on competency. These findings reflect the learning outcomes for students throughout the process, including higher-order thinking skills, communication competencies, teamwork competencies, and the development of strong citizenship and local pride. Specific competencies developed included scientific process skills and social science process skills. Artistic skills, vocational skills, quality, and innovation resulting from research-based projects.