The Interdisciplinary Citizenship Education Curriculum Innovation for Higher Education Students in the Northern Border Area of Thailand

Authors

  • Anuchit Wattanaporn Faculty of Education, Chiang Mai University, Thailand
  • Charin Mangkhang Faculty of Education, Chiang Mai University, Thailand
  • Kanya Kumsiriphiman Faculty of Education, Chiang Mai University, Thailand
  • Chetthapoom Wanapaisan Faculty of Education, Chiang Mai University, Thailand

Keywords:

Interdisciplinary citizenship identity, Interdisciplinary citizenship education curriculum innovation, Interdisciplinary thinking skills, Higher education student

Abstract

The objectives of this research were to; (1) study the necessary citizenship identity of higher education students in the northern border area of Thailand, (2) design the interdisciplinary citizenship education curriculum innovation for higher education students in the northern border area of Thailand and (3) study the effect of using the designed curriculum. This research utilizes a research and development approach with an integration of documentary research and experiment research. The sample of this research was 25 of the undergraduate students. The tools used include the interdisciplinary citizenship education curriculum, pre-test, post-test, the assessment for interdisciplinary citizenship identity of students in the northern border area of Thailand, and the satisfaction assessment form of the interdisciplinary citizenship education curriculum. The findings indicate that the interdisciplinary citizenship identity of higher education students in the northern border area of Thailand consisted of 4 components that are; (1) professional characteristics, (2) global citizenship characteristics, (3) characteristics of literacy and (4) citizenship’s behavior characteristics. In regards to the curriculum design, it was found that the course structure consisted of 4 interdisciplinary learning units that are; (1) global studies, (2) environmental studies, (3) border studies and (4) local studies. In reference to the curriculum implementation, it was shown that the students’ test scores of the post-test were higher than the pre-test scores at the statistical significance level of 0.01. That means the students’ learning achievement was improved after the curriculum implementation. In regards to the assessment of the interdisciplinary citizenship identity of higher education students, it was found that the interdisciplinary citizenship identities of the students were at a high level with the mean of 4.14 and the evaluation of student’s satisfaction on learning activities showed the highest level with the mean of 4.59.

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Published

2023-05-07

How to Cite

Wattanaporn, A., Mangkhang, C., Kumsiriphiman, . K., & Wanapaisan, . C. (2023). The Interdisciplinary Citizenship Education Curriculum Innovation for Higher Education Students in the Northern Border Area of Thailand. Journal of Multidisciplinary in Social Sciences, 16(3), 38–46. Retrieved from https://so03.tci-thaijo.org/index.php/sduhs/article/view/268136

Issue

Vol. 16 No. 3 (2020): September-December

Section

Original Articles

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.