Development of action learning resources through Miang indigenous wisdom to promote creative education in Mae Kam Pong Village, Chiang Mai Province

Abstract

The objectives of the research were to study the conditions and potential of the management of the action learning resources; to develop action learning resources through Miang indigenous wisdom; and to evaluate the management model of the action learning resources through Miang indigenous wisdom for creative education promotion in Mae Kampong Village, Chiang Mai Province. It was mixed research. Key informants were selected by purposive sampling. The instruments used were: 1) Semi-structured interview form. Data were analyzed through content analysis and summarized into issues, 2) Model-confirm form. Data were analyzed using frequency and percentage 3) Model evaluation form, the data were analyzed by mean ( ) and standard deviation (S.D). The research results showed that The conditions of the learning resources through Miang indigenous wisdom consist of community capital, which is an environmental factor that generates a learning resource as follows: 1) Physical aspect is a sloping geography surrounded by mountains. The natural capitals were a watershed-forest area, fresh air, and an abundance of ecosystems. 2) The social structure of the community was interdependent as a kinship system. 3) It was a community with a lifestyle of cultural and wisdom capital through Miang indigenous wisdom which was inherited from ancestors; 4) Livelihood was related to forest based on agriculture along with forest preservation.5) Occupational identity in terms of Miang planters in the forest that has been inherited from ancestors. 6) Characteristics of social participation and helping each other were classified as social capital, and 7) The overall economic aspect of the community, including the former trading system based on Miang plantation and production of Miang to exchange for rice and food to support the family. At present, eco-tourism mainly generates income and distribution to the community members. The potential factors contributing to the success of sustainable development were suggested to consist of five issues: (1) Protecting environmental resources (2) Raising awareness of participation in sustainable development and a lifestyle that is in harmony with nature. (3) Enhancing the potential to link local wisdom capital and global society with media technology for access to learning resources for people of all ages. (4) Developing community personnel's life skills in the management of learning resources through Miang indigenous wisdom in the era of change (5) Development cooperation in marketing and public relations, expanding the results of products and services through Miang indigenous wisdom, and elevating educational tools to suit all groups of people with information technology systems, websites, and online media, the community participates in the management and uses them to develop Miang indigenous wisdom to promote effective creative education in the future. The results of developing a model consisted of Principles (P); Goals (G); Operations (O) consisting of six procedures as follows: 1) Shared understanding (S), 2) Collaboration with the community (C) in every step, 3) Participation work Integration (P) all sectors, 4) Design and development (D) by organizing a focus group discussion for brainstorming to design and develop the collaboration on the existing ideas (Reskills), apply the utilization, look at new issues, and collaboratively design and formulate a guideline for the development of an action learning resource management model, including mechanism and people network development, product development, and trade promotion. 5) Reflection and passing on perfect feedback (R) through lessons learned, dissemination, and expanding results. 6) Upskills (Up) through Miang indigenous wisdom for sustainable management of learning resources with local wisdom as follows: to raise the level of environmental conservation, lifestyle identity; to use knowledge and inherent wisdom in terms of traditions, beliefs, wisdom, ecosystem, and environmental conservation; food culture; and cultural tourism to promote Lanna's health and beauty; to upgrade the processes of creative education management in community action learning resources by using media and technology as a tool of creative education management in various forms by collaborative community personnel and educational personnel in the area. Condition for achievement (C) was the management that facilitates community participation, community collaboration, and community sustainability. The results of verifying the draft model in terms of accuracy were 97.22 percent, and the suitability was 94.44 percent. In the case of the model evaluation results, the overall model feasibility was at the highest level ( = 4.91, S.D. = 0.07), and the overall utility was also at the highest level ( = 4.87, S.D. = 0.03), to form the SCPDR+Up Model for the community to use in developing and using the existing cultural community capital for the management of the action learning resources through Miang indigenous wisdom capital by applying information technology as a part to raise the level of learning access leading to a community classroom for promotion of sustainable creative education.

Keywords: Action learning resources, Miang indigenous wisdom, Creative education, Watershed forest area, Mae Kampong Village.