The Development of Social and Competency Skills through the Social Engineer Process: A Community-Based (Social Lab-based) Approach for Chaiyaphum Rajabhat University Students

Abstract

This study aimed to: 1) compare students’ social skills and competency skills before and after learning through the Social Engineer Process using a community-based approach; 2) assess four Social Engineer characteristics—Thinker, Communicator, Coordinator, and Innovator; and 3) develop and validate a prototype model. The study employed mixed methods research. The sample consisted of 60 students from three faculties of Chaiyaphum Rajabhat University, selected through purposive sampling, with Ban Na Wang community, Na Siao Subdistrict, Mueang Chaiyaphum District, Chaiyaphum Province serving as the Social Lab. The instruments included questionnaires, a Social Engineer characteristics assessment, qualitative data collection tools, and a prototype model evaluation form. Data were analyzed using mean, standard deviation, a paired-samples t-test, and content analysis. The findings showed that: 1) overall social skills after learning were significantly higher than before learning, with the mean increasing from 3.87 to 4.32 (t = 7.48, p < .001), while competency skills increased from 3.82 to 4.30 (t = 7.06, p < .001); 2) the overall Social Engineer characteristics were at the highest level (X̄ = 4.38, S.D. = 0.41), with Communicator having the highest mean, while the qualitative data showed behaviors corresponding to all four characteristics; and 3) the draft model was evaluated by five experts at the highest level (X̄ = 4.55, S.D. = 0.32) and was subsequently refined into a six-part final model comprising Input, Context, Process, Learning Mechanism, Output/Outcome, and Final Product. The model integrates the learning context, the Social Engineer Process, practice, reflection, and student-development outcomes.