BEST PRACTICES OF PROMOTING ACTIVE LEARNING MANAGEMENT BY TEACHERS : A MULTIPLE CASE STUDY IN SUKHOTHAI PROVINCE

Abstract

This article aimed to 1) examine best practices for promoting active learning management among teachers in multiple case studies and 2) provide recommendations for enhancing active learning management. The research employs a qualitative multiple-case study approach, selecting three schools in Sukhothai province with exemplary active learning practices: Anuban Sukhothai School, Anuban Si Samrong School, and Ban Tha Chum (Pracha Uthit Witthayakarn) School. Criterion sampling was used to select key informants, including school administrators, academic department heads, and teachers actively engaged in active learning, totaling 12 participants. Data were collected through structured interviews and analyzed using content analysis combined with triangulation for data validation. The findings reveal five key best practices for promoting active learning: 1) designing activities that foster analytical thinking and student engagement, 2) implementing activities through professional learning communities (PLC) and experiential learning, 3) developing diverse learning resources, 4) integrating technology and innovation to enhance learning efficiency, and 5) employing various assessment methods to reflect genuine learning outcomes. The study suggests that effective active learning requires well-designed activities that encourage critical thinking, problem-solving, and hands-on experiences. A diverse range of instructional strategies should be integrated, alongside continuous teacher development and classroom-based research. Additionally, diverse assessment approaches should be utilized, and school administrators should provide support in terms of resources and policies. When systematically implemented, these practices can enhance students’ essential 21st-century skills and enable them to apply their knowledge effectively.