A constructivist instructional model to empower skills for ESD in business studies for international high school students in Thailand

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Piyawan Sunasuan
Ubonwan Songserm


The research aimed: 1) to study and develop a constructivist instructional model by using self-learning and problem-based learning methods in order to empower skills of ESD in business studies for high school students of international schools in Thailand; and 2) to study the effectiveness of using the instructional model on skill enhancement and skill levels, namely: 2.1) self-awareness skills,  2.2) systematic thinking skills, 2.3) critical thinking skills, 2.4) integrated problem-solving skills, and 2.5) cooperative learning skills. The target group was 24 high school students from Mahidol University International Demonstration School, selected by cluster sampling method from room random sampling. The research tools were the instructional model, manuals, unit plans, and skills for ESD evaluation forms. The research period was ten weeks. The statistics used in the research were mean, standard deviation, and content analysis. The results showed that 1) the researcher was able to develop the EDIIIS model consisting of principles, objectives, and six learning processes which are 1.1) explore the issues, 1.2) diagnose learning needs, 1.3) identify objectives, 1.4) identify the learning tasks and plan, 1.5) implement and follow up, and 1.6) summarize and evaluate, measurement and evaluation, and conditions; and 2) the efficacy after the model was applied revealed that the student's overall skill level was at the relational level. The self-awareness skills, systematic thinking skills, and critical thinking skills were at the relational level but integrated problem-solving skills and cooperative skills were at the extended abstract level. Therefore, this model can develop learners' sustainable learning skills and can be applied to other sciences such as in-class teaching, online teaching, and hybrid classrooms.


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