A Participatory Management Model for Developing Integrated Learning Activities to Enhance Students’ Innovation Skills at Ban Khayaeng Phatthana School, Chiang Rai Primary Educational Service Area Office 3

Abstract

This research aimed to: (1) examine administrative approaches for developing integrated learning activities to enhance students’ innovation skills; (2) develop a participatory management model to improve such activities; (3) investigate the model’s implementation in practice; and (4) evaluate its appropriateness and utility within the context of Chiang Rai Primary Educational Service Area Office 3. The findings are as follows:

 (1) Regarding administrative approaches, it was found that participatory management based on the POLCE framework integrated with the PDCA cycle represents the most suitable approach. The current administrative condition was rated at a “high” level, with leadership and facilitation scoring the highest, while system and resource management were the lowest. The desired conditions, however, were rated at the “highest” level across all domains, indicating a need to strengthen structural administrative systems that support systematic collaboration. (2) The developed model comprises five key components: principles, objectives, systems and mechanisms, success conditions, and implementation guidelines. These components reflect comprehensive elements of participatory school management and demonstrate applicability in highland school contexts. (3) The implementation of the model resulted in positive changes across four dimensions—teachers, students, the school, and the community. Teachers adopted more proactive roles in designing integrated learning activities; students demonstrated enhanced creativity and collaborative skills; the school established clearer administrative systems; and the community became more actively engaged in educational processes. (4) The evaluation of the model revealed that its appropriateness and usefulness were at the “highest” level. Experts confirmed that the model effectively addresses systemic issues, and students’ innovation skills were found to be at a “high” level, with collaboration skills ranked highest, followed by creative thinking skills.