An Integration of Teaching and Learning Management with Environmental Management through the Amazean Jungle Thailand Activity for Public Health Students

Abstract

         This study on integrating teaching and learning management with environmental management through the Amazean Jungle Thailand activity for Public Health students aimed to: (1) examine the roles of stakeholders in food sanitation and community nuisance management in relation to the Amazean Jungle Thailand activity; and (2) synthesize guidelines for an integrated teaching and learning approach that uses community activities as a learning base to develop Public Health students’ competencies in sustainable environmental management. Purposive sampling was employed to recruit key informants. The student participants comprised 20 students enrolled in the Food Sanitation course and the Nuisances Management within the Community course. Data were collected through focus group discussions and participant observation during their engagement in the Amazean Jungle Thailand activity. In addition, six stakeholders relevant to food sanitation and community nuisance management were interviewed using in-depth interviews. Data were analyzed using descriptive-analytic narrative analysis, and data trustworthiness was ensured through triangulation techniques. 
        The research findings revealed that: 1) The roles of stakeholders in food sanitation and community nuisance management in relation to the Amazean Jungle Thailand activity comprised the following dimensions: (1) roles in monitoring and preventing environmental and public health impacts. (2) roles in providing education and raising awareness. (3) roles in participation and coordination of collaboration among relevant sectors. (4) roles as sources of area-based and field-based learning and (5) roles in reflecting on outcomes and contributing to the sustainable development of the activity. 2) The integrated teaching and learning management approach using community activities as a learning base consisted of the following components: (1) utilizing real community activities as field-based classrooms. (2) employing reflection and critical learning as core pedagogical tools and (3) emphasizing experiential and participatory learning.