Developing a Cultural Learning Management Model on Ban Chiang World Heritage Site to Promote Local Pride among High School Students in Udon Thani Municipality: A Mixed-Methods Study
Keywords:
Ban Chiang, cultural heritage education, learning management model, local pride, mixed-methods research, Udon Thani, place-based educationAbstract
Background: Cultural heritage education plays a crucial role in fostering local identity and community pride, particularly in regions with significant archaeological sites. The Ban Chiang World Heritage Site in Udon Thani Province, Thailand, represents a valuable educational resource that remains underutilized in formal education settings.
Purpose: This study aimed to develop, implement, and evaluate a cultural learning management model centered on the Ban Chiang World Heritage Site to enhance local pride among high school students in Udon Thani Municipality, Thailand.
Methods: A four-phase mixed-methods research design was employed. Phase 1 involved surveying 300 students from three municipal schools to identify current challenges in cultural heritage education. Phase 2 focused on developing the P-FLIS (Pre-Investigation, Fieldwork, Laboratory Analysis, Interpretation, and Synthesis) learning model through expert consultations with seven specialists. Phase 3 tested the model using a one-group pretest-posttest design with 30 Grade 10 students. Phase 4 evaluated stakeholder satisfaction through surveys of 20 participants including administrators, teachers, and parents.
Results: Statistical analysis revealed significant improvements in students' cultural knowledge scores from pretest (M = 8.09, SD = 1.76) to posttest (M = 16.59, SD = 1.43), t(29) = 24.64, p < .001, d = 5.39. Local pride indicators increased significantly, with 78% of students expressing strong agreement with heritage pride statements compared to 45% before intervention (χ² = 15.23, p < .001). Stakeholder evaluation showed high effectiveness ratings (M = 4.21, SD = 0.56) and positive impact on school learning (M = 4.51, SD = 0.89).
Conclusions: The P-FLIS model effectively enhanced students' understanding of local cultural heritage and fostered significant improvements in local pride. The model provides a replicable framework for integrating cultural heritage education into formal curricula, contributing to both educational innovation and cultural preservation efforts.
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