PLACE-BASED COMMUNITY LEARNING AND DIGITAL PROJECTS FOR ENHANCING DIGITAL INNOVATOR COMPETENCIES OF UPPER-SECONDARY STUDENTS
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Abstract
This research aimed to (1) develop place-based community learning activities integrated with digital projects, (2) develop digital innovation competencies of upper secondary school students, and (3) study supporting factors and obstacles in organizing activities. The sample consisted of 35 upper secondary school students and teachers at Sakon Ratchawitthayanukul School, Sakon Nakhon Province, selected through purposive sampling. Research instruments included a 6-week activity plan, behavioral observation forms, semi-structured interviews, digital innovation competency assessment forms, and project documentation. Data were analyzed using content analysis and descriptive statistics. The conceptual framework integrated Place-Based Education, Project-Based Learning, and Design Thinking, comprising 4 main components: (1) community-based contexts and real area problems, (2) 5-stage digital project design process, (3) supporting digital tools, and (4) 5 dimensions of digital innovation competencies.
The findings revealed that (1) the 6-week activities, 2 hours per week, integrated 6 community-based dimensions covering from studying community contexts, analyzing problems, designing, creating and testing prototypes, to presenting outputs; (2) students developed all dimensions of digital innovation competencies, especially design thinking and systematic problem-solving, and were able to systematically apply all 5 stages of the process; and (3) key supporting factors were community cooperation and administrative support, while main obstacles were limited technological resources and time. The research indicates that integrating place-based community learning with digital projects is an effective approach for developing digital innovation competencies, making learning meaningful, helping students see their value as agents of positive change, and building good relationships between schools and communities. The findings can serve as a model for developing learning that connects schools, communities, and technology to promote digital innovation competencies and sustainable community development.
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