Developing Area-based Multidisciplinary Action Learning Through Design Indigenous History Learning Resources of Culturally Diverse Students in Secondary Schools Northern Thailand

Abstract

This research investigated the indigenous history and culture of Ban Pang Mai community in Mae Suai District, Chiang Rai Province, Thailand, developed area-based multidisciplinary action learning resources for culturally diverse secondary school school students in Northern Thailand. And study lessons from the area-based multidisciplinary action learning of students from diverse cultural backgrounds in Northern Thailand. Employing Multidisciplinary Action Research (MDAR), the study involved 119 participants: 45 community informants (leaders, monks, scholars, and residents), seven expert evaluators, and 67 high participants: 45 community informants (leaders, monks, scholars, and residents), seven expert evaluators, and 67 high school teachers and students involved in developing local learning resources. Data were collected through unstructured interviews, historical data accuracy assessments, historical picture book suitability assessments, and focus group discussions. Qualitative data were analyzed using content analysis. The study found that Ban Pang Mai, a Tai Yai hill tribe community situated in a watershed forest area, possesses a unique cultural heritage linked to the “Small Houses in the Big Forest” migration project. Their way of life is deeply rooted in self-sufficient agriculture. The research developed local history learning resources, including a community study book, “The Ethnic Community Way of Life: Ban Pang Mai,” and three video segments incorporating Augmented Reality (AR) technology. These resources, developed using the Mahaboworn process (integrating universities, communities, cultural beliefs, and schools within the Indigenous Civic Education Network (ICEN)), aim to promote equitable and inclusive education by managing community memory and history. The effectiveness of these resources was rated at the highest level. Finally, the study identified key learning competencies emerging from the area-based multidisciplinary action learning process, termed “Multidisciplinary Action Learning Competency,” encompassing values of happiness, respect, awareness, consciousness, management, confidence, application, engagement, sustainability thinking, and lifelong learning.