การพัฒนานวัตกรรมส่งเสริมการเรียนรู้สังคมพหุวัฒนธรรมในวิถีความปกติใหม่ สำหรับนักศึกษาชาติพันธุ์อาชีวศึกษา จังหวัดเชียงใหม่

Abstract

This Research has 3 objectives including 1) to study contexts of the multicultural education provision to ethnic vocational students in Chiang Mai Province; 2) to develop innovation to promote multicultural society learning in the new normal for ethnic vocational students, Chiang Mai Province; and 3) to present innovation to promote multicultural society learning in the new normal for ethnic vocational students, Chiang Mai Province. The research design is experimental research. The sample group of this Research consists of 1st Year vocational students in 7 government vocational schools in Chiang Mai Province, totaling 345 people. The research tools consist of questionnaire, assessment form, cross-cultural competence test and innovation to promote multicultural society learning in the new normal for ethnic vocational students, Chiang Mai Province. Statistics used in the data analysis consist of percentage, arithmetic mean and standard deviation. According to the research results, it was found that 1) students had demand relating to the multicultural education provision at a high level (arithmetic mean was equal to 4.05 , and standard deviation was equal to 0.84); 2) innovation to promote multicultural society learning in the new normal for ethnic vocational students, Chiang Mai Province, with the result of design quality evaluation at the level of “Good” (arithmetic mean was equal to 4.30, and standard deviation was equal to 0.75, and the coefficient value of innovation was equal to 80.77/83.55); 3) innovation to promote multicultural society learning in the new normal for ethnic vocational students, Chiang Mai Province consisted of 5 components including 1) area of aims of the study, i.e., emphasizing the multicultural education for equality, cultural diversity; 2) area of timing structure, i.e., spending time for multicultural education for 1-3 hours; 3) area of multicultural content, i.e., emphasizing content of racial and ethnic diversity; 4) area of learning patterns, i.e., online patterns; and 5) measuring and evaluation, i.e., diversified test forms.