THE LEARNING ECOSYSTEM FOR GENDER EQUALITY ACROSS SECONDARY SCHOOLS IN BANGKOK

Abstract

This research aims to 1) Examine the current state of the learning ecosystem for gender equality in schools, 2) Analyze the social-relational structures that influence gender-equitable learning, and 3) Propose development guidelines for enhancing a gender-equitable learning ecosystem in schools. A quantitative research approach was employed, focusing on six types of secondary schools (18 total) in Bangkok, selected through purposive sampling. The sample consisted of 540 students selected through simple random sampling and 432 teachers selected via snowball sampling. Data were collected using a structured questionnaire and analyzed using percentage, mean, standard deviation, analysis of variance (ANOVA), and Pearson’s correlation coefficient. The findings indicated that the overall learning ecosystem for gender equality was rated at an “excellent” level ( = 4.31), particularly in student participation ( = 4.54) and instructional management ( = 4.48). The learning ecosystem demonstrated a high correlation with students’ attitudes toward gender equality (r = 0.73 - 0.77), while the correlation with teachers’ attitudes was significantly lower (r = 0.13 - 0.27). Significant differences among school types were observed in disciplinary practices (p = .01), instructional management (p = .02), and the provision of school facilities (p = .04). All dimensions of social structural relationships showed strong correlations with instructional practices (r = 0.67 - 0.74) and school facility provision (r = 0.65 - 0.69), whereas communication presented the weakest correlation (r = 0.23 - 0.29). These findings contributed to the “SLE-GE Model” (Structural Learning Ecosystem for Gender Equality), which systematically explains the structural dynamics of learning ecosystems that support gender equality in schools.