Community Participation in the Application of Local Wisdom In Sustainable Learning Management in Colleges Based on the Sufficiency Economy Philosophy, Muang Sukhothai District, Sukhothai Province

Abstract

This research aims to achieve three objectives: 1. to explore the local wisdom of Muang Sukhothai District in Sukhothai Province, 2. to investigate the extent of community participation in employing local wisdom for sustainable learning management in educational institutions, guided by the Sufficiency Economy Philosophy in Muang Sukhothai District, Sukhothai Province, and 3. to develop guidelines for incorporating local wisdom into learning management for sustainable educational institutions, again in alignment with the Sufficiency Economy Philosophy in Muang Sukhothai District, Sukhothai Province. The research utilizes qualitative methods, with a diverse group of 50 information providers comprising individuals possessing local wisdom in Muang Sukhothai District, including school administrators, teachers, college committee members, parents, educational supervisors, community leaders, local administrators, and those actively involved in the district. Data collection involves interview forms and group discussion questions, with content analysis employed for data analysis. The findings reveal that: 1) The majority of local wisdom practitioners in Muang Sukhothai District most engage in skillful and meticulous work, with arts and crafts, agriculture, and Thai traditional medicine being prominent branches of local wisdom. Learning and experience accumulation exhibit diverse characteristics, encompassing transmission from ancestors, parental teachings, learning from teachers and elders, personal study and research, and trial-and-error methods. Production processes prioritize simplicity and utilize locally available materials. 2) Conditions for community participation in leveraging local wisdom for sustainable learning management in educational institutions, based on the Sufficiency Economy Philosophy in Mueang Sukhothai District, involve information provision, planning, operational involvement, benefit reception, and monitoring and evaluation. The key of 10 groups engaged include (1) college committees, (2) parents, (3) retired individuals, (4) teachers and instructors,  (5) educational institution administrators, (6) local residents, (7) community leaders, (8) educational supervisors, (9) local wisdom practitioners, and (10) government officials. 3) Guidelines for integrating local wisdom into learning management include the creation of a local wisdom directory, establishment of a local knowledge database through various mediums (website, CDs, printed materials, videos, computer-assisted instruction lessons), and the organization of local wisdom exhibitions. Furthermore, there is a call for serious promotion of local curriculum implementation in educational institutions, accompanied by public relations efforts through diverse media.