An Analysis of Social, Cultural, and Community Management Factors Contributing to the Success of the Tai Phuan Community Learning Center in Ban Klang, Loei Province, Thailand

Abstract

This study examines the social, cultural, and community management factors contributing to the success of the Tai Phuan community learning center in Ban Klang, Pak Tom Subdistrict, Chiang Khan District, Loei Province, Thailand. Adopting a qualitative research design, the study employed purposive sampling to recruit twelve key informants comprising community leaders, representatives of educational institutions, and community members with relevant knowledge and experience. Data were collected through documentary research, in-depth interviews, field surveys, and observation. SWOT analysis, supported by schematic mapping, was used to examine internal conditions and external influences on the center’s development. The findings were subsequently discussed with community members and local leaders in small groups to support contextual interpretation and identify development priorities.
The findings identified six internal dimensions: organizational structure and administration, community leadership, human resources, financial resources, physical facilities and learning spaces, and community participation. Community members’ cultural knowledge and active involvement emerged as central strengths, while limited financial resources constituted the principal internal constraint. Social relationships, trust, and collective decision-making supported coordination and shared ownership, whereas Tai Phuan language, traditions, beliefs, and local wisdom provided the cultural foundation for learning and intergenerational knowledge transmission. External support from educational institutions and expert practitioners complemented these capacities through academic guidance, knowledge management, and access to collaborative networks. Although no significant external threats were identified within the scope of the study, the findings underscored the importance of adaptive planning and continued resource support. Taken together, these findings suggest that the center’s development depends on the interaction of social capital, cultural capital, and participatory management, with external partnerships strengthening the community’s capacity to organize and transmit local knowledge. The study therefore recommends reinforcing participatory governance, developing local leadership, and sustaining community–academic partnerships to support the continuity of culturally grounded learning.