Guidelines for developing a biomimicry-based learning ecosystem to enhance students' creativity

Abstract

         The objectives of this study were to: 1) study the current and desired states of a biomimicry-based learning ecosystem for enhancing student creativity, and 2) propose a development guideline for it. The study's sample group consisted of 322 administrators and teachers at Assumption College Rayong. Data was collected using simple random sampling via an online questionnaire, yielding 249 responses, which is 75% of the total. The research tool was a questionnaire with an IOC value between 0.66 and 1.00 and a reliability value of 0.826. Quantitative data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. A modified Priority Needs Index (PNI) was used to analyze the need for development, and qualitative data was analyzed using content analysis.

         The findings indicated that the current state of the learning ecosystem was at a moderate level, while the desired state was at the highest level. When prioritizing the development of the biomimicry-based learning ecosystem, five key areas were identified as weaknesses: the impact on future skills, the sustainability of learning, connection and application, deep observation, and creativity assessment. Based on the findings, three key guidelines for academic administration were proposed: 1) Manage the curriculum by integrating interdisciplinary knowledge that connects academic subjects with the real world.  2) Create an integrated learning ecosystem and a digital database that collects diverse learning content. 3) Build knowledge and a collaborative environment with external organizations or experts to link biomimicry with natural phenomena. 4) Integrate various activities, teacher roles, and tools into the learning process to facilitate diverse learning. And 5) Design a holistic assessment tool that emphasizes authentic, real-world evaluation.