Integrated Science Through Hands-on Minds-on Learning for Remote Community Youth to Maintaining Indigenous Cultural Identity in the Emerging Urban Society

Abstract

This research aimed to (1) design an ethnographic learning ecosystem for youth in remote communities to preserve their indigenous cultural identity, and (2) extract lessons learned from integrated learning through “hands-on minds-on” learning for youth in the context of an emerging urban society. Utilized a qualitative methodology guided by lessons-learned framework and participatory action research frameworks, the study involved 20 ethnic youth, 10 working groups, ethnic intellectuals, and network partners in Chiang Mai city. Data were collected through in-depth interviews, focus groups, participant observation, analysis of media and cultural products, and reflective forums. Data were analyzed using content analysis and thematic interpretation, validated through data triangulation. The results revealed that the ethnographic learning ecosystem consists of six steps: immersion in the community, integrated cultural interpretation, identification of community challenges, collaborative project design, community action, and reflection for meaning-making. This process fosters youth’s understanding of cultural identity, pride, critical thinking skills, teamwork, project management, and the production of contemporary cultural media. At the community level, the  ecosystem contributes to the revitalization of traditions, intergenerational wisdom transmission, and the creation of new collaborative networks. At the societal level, it creates public spaces and cultural media that promote a broad understanding of cultural diversity. Ultimately, safe spaces for learning and flexible activities emerged as key factors that facilitate youth development-, offering relevant insights for indigenous education policies and the meaningful preservation of local cultural identities in line with SDG 4.