Guidelines for Participatory Learning Management in Elderly Schools: A Case Study of Kabin Subdistrict Municipality Elderly School, Prachinburi Province

Abstract

Background and Aims: Thailand has entered a fully ageing society, which enhances older adults’ quality of life, particularly in lifelong learning, a critical policy issue. “Elderly schools” have thus been developed as a mechanism to strengthen the potential of older persons. In the context of the Kabin Subdistrict Municipality Elderly School, Prachin Buri Province, key issues were identified that could inform development in terms of content integration and the promotion of participation, consistent with participatory learning approaches and adult learning theory. This study aimed: 1) to examine the problems and needs in participatory learning management at the Kabin Subdistrict Municipality Elderly School, Prachin Buri Province; and 2) to propose participatory learning management guidelines for the Kabin Subdistrict Municipality Elderly School, Prachin Buri Province.

Methodology: This study employed a qualitative research design conducted in two phases in accordance with the research objectives. Data were collected from 18 key informants, with 9 participants in each phase, selected through purposive sampling. The informants included elderly learners, administrators, staff, volunteers, network partners, and policymakers at the national, provincial, and institutional levels related to the Kabin Subdistrict Municipality Elderly School, Prachin Buri Province. Research instruments consisted of semi-structured interviews and participatory observation records. Data were analyzed using content analysis and thematic analysis, supported by ATLAS.ti software. Data credibility was ensured through triangulation and member checking.

Results: The findings revealed that: 1) In terms of problem conditions, the existing learning management was characterized by lecture-based, teacher-centered approaches. As a result, older adults expressed a need to shift toward participatory learning management. They required psychologically safe spaces for shared decision-making, opportunities to utilize their life experiences as a foundation for learning, social support networks to reduce isolation, and learning approaches focused on solving real-life problems. and 2) The participatory learning management guidelines for the Kabin Subdistrict Municipality Elderly School, Prachin Buri Province, can be categorized into six dimensions: (1) Policy and context, including the translation of national policies into local practice and proactive contextual analysis and vision setting; (2) Structure and administration, including flexible and horizontal organizational design and context-based curriculum planning and development; (3) Participatory learning management approaches, including experiential and area-based learning, the integration of life experiences and local wisdom, and reflective and intergenerational learning; (4) Participation of network partners, including strategic partnerships and integrated resource sharing and co-management; (5) Budget and resources, including limitations in government budget and regulations, as well as resource mobilization and self-sustainability; and (6) Outcomes and value of elderly schools.

Conclusion: Participatory learning management at the Kabin Subdistrict Municipality Elderly School, Prachin Buri Province, should emphasize a learner-centered approach that places older adults at the core of the learning process. Life experiences should be utilized as a foundation for knowledge exchange, alongside social and network support, to enable practical application in daily life. The management guidelines should be implemented in an integrated manner across all six dimensions to sustainably enhance the potential and value of older adults.