Developing Students in Driving Public Policy: A Case Study of Makham Tia Subdistrict of Happiness, Mueang District, Surat Thani Province

Abstract

This study examined the integration of participatory public policy processes into academic instruction through the case of “Makham Tia: The Land of Happiness.” The initiative was adopted as a real-world case study in the Public Policy course (925-211), utilizing a social laboratory approach to enable undergraduate students to design and implement public policies that respond to community needs. The objective of the study was to enhance students’ understanding of public policy development through the application of action research, emphasizing collaborative learning between students and the community. The study population comprised 125 undergraduate students, 500 residents of Makham Tia Subdistrict, and 25 members of the Makham Tia Happiness Club. Research instruments included questionnaires, semi-structured interviews, project evaluation forms, and participatory observation. Data were collected between July 2024 and June 2025. Through this process, students developed and implemented ten policy projects following the public policy design cycle, consisting of seven stages: (1) problem identification, (2) problem prioritization, (3) policy formulation, (4) policy setting, (5) policy decision-making, (6) policy implementation, and (7) policy evaluation. The findings revealed three major outcomes. First, there was a significant improvement in students’ knowledge and understanding of public policy processes, particularly in relation to participatory engagement with communities and practical fieldwork. Second, the social laboratory proved to be an effective platform for experiential learning, successfully connecting academic theory with policy planning and implementation. Third, the development of the “Makham Tia Happiness Model” demonstrated how participatory processes can guide the design of community-centered public policies aimed at sustainable well-being. This model serves as a prototype for effective participatory public policy education, illustrating how academic–community collaboration can simultaneously strengthen student competencies and foster localized policy innovation.