THE “PALM SICHON” LEARNING ECOSYSTEM OF GRADE 8 STUDENTS IN SICHON DISTRICT, NAKHON SI THAMMARAT PROVINCE

Abstract

This research article aims to study the learning ecosystem of “Sichon Palm” among Grade 8 students in Sichon District, Nakhon Si Thammarat Province. The study employed a qualitative research approach, collecting data through interviews. The key informants included social studies teachers, oil palm purchasing entrepreneurs, oil palm farmers, agricultural officers from the Sichon District Agricultural Office in Nakhon Si Thammarat Province, and 43 Grade 8 students from Sichonkunnatharnwittaya School. Participants were selected using purposive sampling. The research instruments consisted of: (1) a set of questions for focus group discussions, and (2) a set of questions for in-depth interviews.Data were analyzed using analytic induction and descriptive analysis. The credibility of the findings was ensured through triangulation.

The research findings revealed the following:Aspect 1: Components of the “Sichon Palm” Learning Ecosystem (1) Oil palm plantation learning sites (2) Oil palm farmers (3) Oil palm purchasing entrepreneurs (4)Technology (5) Agricultural officers from the Sichon District Agricultural Office, Nakhon Si Thammarat Province Aspect 2: Participation of Stakeholders in Organizing Learning Activities within the “Sichon Palm” Learning Ecosystem (1) Oil palm farmers provide knowledge on investment, oil palm cultivation, and maintenance. (2) Oil palm purchasing entrepreneurs provide knowledge about pricing mechanisms, market systems, and purchasing prices of oil palm. (3) Agricultural officers from the Sichon District Agricultural Office, Nakhon Si Thammarat Province support and promote oil palm cultivation. Aspect 3: Teaching and Learning Activities Based on Real-World Contexts. Learning activities are conducted using real-world settings to enhance students’ understanding of production processes, pricing mechanisms, and market systems. However, at present, the “Sichon Palm” learning ecosystem has not yet been formally integrated into the organization of learning activities.