THE GUIDELINES OF LEARNING MANAGEMENT TO DEVELOP SUSTAINABLE THINKING SKILLS OF SENIOR HIGH SCHOOLS STUDENTS

Abstract

This research aims to: 1. examine the current state of learning management for developing thinking skills toward sustainability among upper secondary school students and 2. explore approaches to enhance learning management for fostering sustainable thinking skills in these students. The study employed a mixed-methods research design, incorporating both qualitative and quantitative data collection methods. For the qualitative research, data were gathered through in-depth interviews with five key informants, including teachers and educational supervisors, selected through purposive sampling. Additionally, relevant documents and previous studies were analyzed using content analysis. The quantitative research involved a survey of 114 tenth-grade students from Sung Men Chanupatham School in the academic year 2024. The collected data were analyzed using descriptive statistics, including percentage, mean, and standard deviation.

The findings reveal that: 1. the overall current state of learning management for developing thinking skills toward sustainability is at a high level. Teachers employ diverse instructional strategies based on the subject matter and play a key role in designing and stimulating students' learning. Challenges in learning management are minimal, with the main issues being students' lack of prior knowledge and limited time for in-depth exploration. However, the overall demand for improved learning management remains high. 2. The proposed approach for enhancing learning management emphasizes analytical and integrative thinking. Teachers should act as facilitators, while students should be well-prepared and actively engaged in learning. Furthermore, assessment and evaluation should be authentic and incorporate diverse methods to accurately measure students' cognitive development.