Anthropocene Learning Approach to Promote Ecological Citizenship in Thai School System

Abstract

This research article aims 1) to study the role of teaching and learning that promotes the environment in secondary schools, 2) to study teaching models that promote ecological citizenship, and 3) to propose humanistic approaches that support ecological citizenship for high school students. This is a qualitative study with key informants consisting of 3 social studies teachers and 29 secondary school students, selected through purposive sampling. The research tools include 1) document analysis, 2) interviews, and 3) field notes. Data was analyzed through categorization and content analysis. The research findings were as follows: 1) the role of teachers in promoting ecological citizenship was through the use of an integrated learning process in teaching, 2) extracurricular activities in schools still promote ecological citizenship to a limited extent, and 3) guidelines to promote ecological citizenship were based on the concept of human development. Teaching students to understand the connection between humans, nature, and society helps individuals recognize the importance of maintaining a balance between using natural resources and economic and social development. Regarding places, ecological citizenship was promoted by creating environments that demonstrate sustainable resource management, such as organic farming communities or conservation groups. Therefore, the development of both people and places encourages ecological citizenship because it helps students learn and practice environmental issues, create connections with nature, and foster sustainable behaviors that have long-term impacts on ecological conservation.