Place-Based Learning Activities through Sakon Nakhon Indigo-Dyeing Wisdom Integrated with Digital Projects to Develop Digital Innovator Competencies of Upper Secondary Students
Keywords:
Place-Based Learning Activities, Sakon Nakhon Indigo Fabric Wisdom, Digital Projects, Digital Innovator Competencies, Design ThinkingAbstract
This research aimed to (1) develop Place-based learning activities grounded in Sakon Nakhon indigo-dyeing wisdom and integrated with digital projects that are appropriate to the context of upper secondary school students, (2) enhance students digital innovator competencies in design thinking, problem-solving through digital technology, innovation creation, collaboration and communication, and community awareness, and (3) investigate the supporting and obstructing factors in implementing the activities. A mixed-methods research design was employed. The participants consisted of 35 students and teachers involved in the learning activities, selected through purposive sampling. The research instruments included learning activity plans, observation forms, interview protocols, digital innovator competency assessment forms, and students digital project outcomes. The implementation spanned six weeks, totaling twelve hours, integrating Sakon Nakhon indigo-dyeing local wisdom with project-based learning, design thinking, and content analysis.
The research findings revealed that (1) the place-based learning activities integrated with digital projects were appropriately developed, linking the local indigo-dyeing community context with digital technology throughout the learning process, (2) students showed significant improvement in all aspects of digital innovator competencies after participating in the activities, and were able to design digital prototypes that effectively addressed real community problems and needs, and (3) key supporting factors contributing to the success of the activities included students readiness, collaboration from local indigo entrepreneurs, and the use of appropriate digital tools, whereas the main challenges were differences in students digital skills and limited time for prototype development.
The key findings suggest that place-based learning integrated with digital projects, grounded in local wisdom and design thinking processes, can effectively promote student’s digital innovator competencies and community responsibility. This approach provides a suitable model for integrating place-based learning and digital technology to foster sustainable development within the Thai educational context.
References
Brown, T. (2019). Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. European Journal of Applied Sciences, 6, 45-46.
Cajaiba-Santana, G. (2024). Social innovation: Moving the field forward. A conceptual framework. Technological Forecasting and Social Change, 199, 123008.
Ch'ng, E., Cai, Y., & Thwaites, H. (2019). Special issue on VR for culture and heritage: The experience of cultural heritage with virtual reality: Guest editors' introduction. Presence: Teleoperators and Virtual Environments, 26(3), iii-vi.
Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning (pp. 3-19). Springer.
Fishman, B. J., Penuel, W. R., Allen, A. R., Cheng, B. H., & Sabelli, N. (2013). Design-based implementation research: An emerging model for transforming the relationship of research and practice. National Society for the Study of Education Yearbook, 112(2), 136-156.
Henriksen, D., Richardson, C., & Mehta, R. (2022). Design thinking: A creative approach to educational problems of practice. Thinking Skills and Creativity, 26, 140-153.
Hmelo-Silver, C. E., & Azevedo, R. (2006). Understanding complex systems: Some core challenges. Journal of the Learning Sciences, 15(1), 53-61.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.
Krajcik, J. S., & Shin, N. (2024). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (3rd ed., pp. 512-532). Cambridge University Press.
Krajcik, J. S., Miller, E. C., & Chen, I. C. (2022). Using project-based learning to leverage culturally relevant pedagogy for science sensemaking in urban elementary classrooms. In International handbook of research on multicultural science education (pp. 913-932). Cham: Springer International Publishing.
Partnership for 21st Century Skills. (2019). Framework for 21st century learning definitions. Battelle for Kids. Retrieved October 13, 2025, From https://www.battelleforkids.org/networks/p21
Pietroni, E., & Adami, A. (2014). Interacting with virtual reconstructions in museums: The Etruscanning project. Journal on Computing and Cultural Heritage, 7(2), 1-29.
Raptis, D., Tselios, N., & Avouris, N. (2005). Context-based design of mobile applications for museums: A survey of existing practices. In Proceedings of the 7th International Conference on Human Computer Interaction with Mobile Devices & Services (pp. 153-160). ACM.
Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important? Review of Educational Research, 82(3), 330-348.
Sanders, E. B. N., & Stappers, P. J. (2008). Co-creation and the new landscapes of design. CoDesign, 4(1), 5-18.
Sawyer, K. (2019). The creative classroom: Innovative teaching for 21st-century learners. Teachers College Press.
Semken, S., Ward, E. G., Moosavi, S., & Chinn, P. W. U. (2023). Place-based education in geoscience: Theory, research, practice, and assessment. Journal of Geoscience Education, 65(4), 542-562.
Smith, G. A., & Sobel, D. (2010). Place- and Community-based Education in Schools. New York, NY: Routledge.
Sobel, D. (2004). Place-based education: Connecting classrooms & communities. The Orion Society.
Voogt, J., Knezek, G., Christensen, R., Lai, K. W., & Pratt, K. (2023). Computational thinking, computational participation, and computational identity in K–12 education: A systematic review and future research agenda. Educational Technology Research and Development, 71(1), 5-30.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Lanna Academic Journal of Social Science
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Lanna Academic journal of social science เป็นลิขสิทธิ์ของ วิทยาลัยอินเตอร์เทคลำปาง
