The Effects of an Experiential Learning and Social Engineering process to promote Innovator in Student Teachers at Lampang Rajabhat University

Abstract

Social, technological, and economic changes require modern teachers to design learning experiences that develop learners in alignment with contextual and societal needs. Developing student teachers to become innovators is therefore a critical mission for educational institutions. The integration of experiential learning with a social engineering process offers an approach that enables learners to engage with real-world situations, connect with communities, and develop creativity through practical implementation. This research aimed to study the effects of an experiential learning and social engineering processes in promote innovator in student teachers at Lampang Rajabhat University. The sample consisted of 30 student teachers from the Bachelor of Education Program in Elementary Education, Faculty of Education, Lampang Rajabhat University, selected through voluntary participation. The research instruments included (1) a community information questionnaire, (2) a reflection form on participation in activities, and (3) an innovator assessment form. Data were analyzed using mean, standard deviation, content analysis, and descriptive analysis.

The study found that student teachers who participated in experiential learning and social engineering process demonstrated a good level of innovator characteristics overall (M = 3.16). The highest-rated dimension was practical skills (M = 3.25), followed by creative thinking (M = 3.17), questioning skills (M = 3.13), and networking skills (M = 3.09), all at a good level. Reflective data revealed four key outcomes: 1) student teachers gained clarity about their professional roles and responsibilities; 2) community-based activities provided meaningful learning experiences including coordination, direct experiential learning, hands-on practice, and collaborative idea sharing; 3) interactions with collaborators enhanced thinking, planning, problem-solving, and learning skills while broadening contextually relevant perspectives; and 4) student teachers were able to apply acquired knowledge and skills to their teaching practice.