Parcipatory Action Research to Develop Local Wisdom-Integrated Environmental Education Lessons for Primary Schools in Mangrove Communities
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| Title: | Parcipatory Action Research to Develop Local Wisdom-Integrated Environmental Education Lessons for Primary Schools in Mangrove Communities |
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| Language: | English |
| Authors: | Wilailux Kaewnoparat, Tassanee Ounvichit |
| Source: | Journal of Education and Learning. 2026 15(1):416-427. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Foreign Countries, Environmental Education, Indigenous Knowledge, Curriculum Development, Rural Schools, Barriers, Teacher Education, Elementary School Teachers, Core Curriculum, Self Actualization, Self Efficacy, Grade 6, Capacity Building, Participatory Research, Action Research, Curriculum Implementation |
| Geographic Terms: | Thailand |
| ISSN: | 1927-5250 1927-5269 |
| Abstract: | This study aimed to (a) investigate the problems and needs related to integrating local wisdom into classroom instruction, (b) explore the processes and outcomes of environmental education in teacher self-development for this integration, and (c) analyze key factors contributing to the success of teachers in applying local wisdom in their teaching. Local wisdom, deeply rooted in Thai cultural identity, offers valuable knowledge and techniques passed down through generations. It also reflects unique local contexts and can be used to enrich the learning experience in a way that aligns with students' lives and the surrounding environment. Teachers play a crucial role in raising students' awareness of local wisdom by embedding it in school curricula. However, current efforts to promote this integration face challenges due to varying teacher capacities, insufficient training, and context-specific needs. This study adopted a qualitative approach to identify a practical model and key success factors for supporting teachers' professional growth. The findings revealed that successful integration depends on teacher motivation, collaborative learning, institutional support, and the relevance of professional development models to local contexts. This study provides insights into designing effective strategies to enhance the capacity of teachers, especially those in rural or marginalized areas, to connect curriculum with community knowledge, thereby promoting meaningful learning and cultural sustainability. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498867 |
| Database: | ERIC |
| Abstract: | This study aimed to (a) investigate the problems and needs related to integrating local wisdom into classroom instruction, (b) explore the processes and outcomes of environmental education in teacher self-development for this integration, and (c) analyze key factors contributing to the success of teachers in applying local wisdom in their teaching. Local wisdom, deeply rooted in Thai cultural identity, offers valuable knowledge and techniques passed down through generations. It also reflects unique local contexts and can be used to enrich the learning experience in a way that aligns with students' lives and the surrounding environment. Teachers play a crucial role in raising students' awareness of local wisdom by embedding it in school curricula. However, current efforts to promote this integration face challenges due to varying teacher capacities, insufficient training, and context-specific needs. This study adopted a qualitative approach to identify a practical model and key success factors for supporting teachers' professional growth. The findings revealed that successful integration depends on teacher motivation, collaborative learning, institutional support, and the relevance of professional development models to local contexts. This study provides insights into designing effective strategies to enhance the capacity of teachers, especially those in rural or marginalized areas, to connect curriculum with community knowledge, thereby promoting meaningful learning and cultural sustainability. |
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| ISSN: | 1927-5250 1927-5269 |
