THE DEVELOPMENT OF THE LEARNING MANAGEMENT MODEL ON BAN CHIANG WORLD HERITAGE SITE TO PROMOTE THE LOCAL DIGNITY OF HIGHER SECONDARY SCHOOL STUDENTS IN UDONTHANI MUNICIPALITY SCHOOLS

Abstract

          This research aimed to develop a learning management model on the “Ban Chiang World Heritage Site” to promote local dignity among higher secondary school students in Udonthani Municipality schools. A mixed-methods research design was employed. the study examined existing conditions and guidelines for cultural learning management. The sample consisted of 300 higher secondary students selected through simple random sampling based on Yamane’s formula, and 12 key informants. Research instruments included a five-point rating scale questionnaire and a structured interview form. Content validity was verified by five experts with IOC values above 0.80, and reliability coefficients were at a high level according to Cronbach’s alpha. Quantitative data were analyzed using frequency, percentage, mean, and standard deviation, while qualitative data were analyzed through content analysis.
          The findings revealed that: the overall condition of cultural learning management for promoting local dignity was at a moderate level (x̄ = 2.94, S.D. = 0.99), with activities related to the Ban Chiang World Heritage Site showing the lowest mean score; and (2) the proposed learning management model should adopt a five-step inquiry-based learning process integrating Place-Based Education and Constructivist theory. The model emphasizes experiential learning, field trips, collaboration with local scholars, and contextual historical analysis at the authentic learning site, namely the Ban Chiang Archaeological Site, recognized by UNESCO as a World Heritage Site.
          The study indicates that systematic integration of local heritage resources into the curriculum can effectively enhance students’ local dignity and cultural conservation awareness. The developed model holds potential as a prototype for cultural learning management in other regional contexts.