Civic Resocialization Practices Trough Designing Online Learning Resources Integrating Local Science for Marginal Learners in the Chiang Mai Urban Schools
Keywords:
Online Social Studies Learning Resources, Civic Identity Resocialization, Education for Sustainable Development, Teaching of Integrated Local ScienceAbstract
This academic article aims to analyze and synthesize key concepts related to marginalized learners, new social citizenship, local knowledge, and online learning resources in the context of digital society, to propose appropriate approaches to social studies online learning within the Chiang Mai educational innovation area. The study employs documentary research and content analysis. The findings reveal that marginalized learners continue to face significant barriers in accessing quality education, including language limitations, economic constraints, and the mismatch between curriculum content and their lived experiences. In addition, existing approaches to citizenship education tend to remain at a conceptual level, with limited emphasis on the development of practical competencies. This article therefore proposes an integrated learning approach that combines local knowledge with digital technologies, allowing learners to actively construct knowledge based on their own experiences and connect learning with their communities. The expected outcomes include the development of citizenship competencies in terms of knowledge, skills, and attitudes, as well as the reduction of educational inequality and the promotion of meaningful learning in a multicultural society.
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