The Development of a Training Curriculum to Promote Public Consciousness through a Skill Development Process for Organizing Chinese Language and Cultural Learning Activities for Upper Secondary Students Majoring in Chinese
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Abstract
Thai education emphasizes the development of students’ 21st-century skills, including public consciousness, in line with the core desirable characteristics outlined in the Basic Education Core Curriculum B.E. 2551 (2008). However, Chinese language instruction at the upper secondary level still lacks pedagogical approaches that integrate the cultivation of such attributes. This study aimed to: 1) develop a training curriculum to promote public consciousness through a skill development process for organizing Chinese language and cultural learning activities; 2) compare students’ levels of public consciousness before and after participating in the curriculum; and 3) assess their ability to implement public service projects after completing the training, compared against an 80% performance criterion. The sample comprised 20 upper secondary Chinese major students selected through purposive sampling. The research followed a research and development (R&D) design. Instruments included a public consciousness assessment and a project implementation evaluation form. Data were analyzed using mean, standard deviation, t-test, and content analysis. The results indicated that the developed curriculum was highly appropriate ( = 4.70, SD = 0.25). Students’ public consciousness significantly increased at the 0.05 level across all components (t = 40.09), and their performance in implementing public service projects significantly exceeded the 80% benchmark (t = 12.61). These findings suggest that the curriculum effectively enhanced students’ knowledge, skills, and attitudes related to public consciousness through the integration of Chinese language and cultural activities.
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