The Results of Learning Management Using the Design Thinking Process to Promote Innovators in Community: A Case Study of the King’s Philosophy for Local Development Course General Education Yala Rajabhat University

Abstract

This research consists purposes were 1. to compare the learning achievement of students in the King's Philosophy for Local Development course before and after receiving instruction using the Design Thinking process in a large classroom setting and 2. to develop a learning management approach using the Design Thinking process to foster community innovators in the King's Philosophy for Local Development general education course at Yala Rajabhat University. This study employed a quantitative research design. The research instrument was an educational achievement assessment. The sample consisted of 207 second-year students from the Faculty of Education, selected using the sample size determination formula proposed by Krejcie, R. V., and Morgan, D. W. (1970). Data collected from the questionnaires were analyzed using descriptive statistics, including percentage, mean, and standard deviation. The research findings indicated that 1) The students’ posttest learning achievement (x̅ = 4.45, S.D. = 0.52) was significantly higher than the pretest at the .05 level. The findings indicated that students’ knowledge and understanding of the Design Thinking concept increased by 34.88% (S.D. = 8.25), their ability to identify the stages of Design Thinking increased by 40.52% (S.D. = 10.50), their community problem analysis skills increased by 26.44% (S.D. = 4.21), and their innovative problem-solving skills increased by 28.24% (S.D. = 4.61). In addition, students’ confidence in the innovation process increased by 16.11–18.09%, while their learning readiness increased by 11.58–12.07% and 2) The developed learning management approach comprised four key components: learning by doing, small-group collaboration (3–5 students), the use of real community-based case studies, and prototype presentation. These components enabled students to effectively develop innovations that were well aligned with the community context. Overall, the research findings demonstrate that integrating Design Thinking into the course on the Philosophy of Sufficiency Economy/King’s Philosophy effectively enhances students’ capacities as innovators for community development in a concrete and practical manner.