The Guidelines of Phenomenon-Based Learning Management to Develop Digital Empathy of Secondary School Students in Lamphun

Abstract

The objectives of this research article were to: 1) study the current state of learning management and 2) explore approaches to phenomenon-based learning management to develop empathy in the cyber world among lower secondary school students in Lamphun Province. This qualitative research included seven key informants: three experienced teachers, two university lecturers, one educational supervisor, and one psychologist, selected through purposive sampling. The research instrument used was an interview guide with in-depth questions, and the data were analyzed through content analysis and presented descriptively. The research findings revealed that the current state of learning management showed a lack of specific curricula to develop empathy in the cyber world, with teaching primarily following the Basic Education Core Curriculum. Teaching methods were content-focused without connections to real-world cyber issues, although diverse techniques and integration with social studies were observed. Regarding the roles of teachers, some lacked understanding of digital citizenship, while others acted as advisors, listened to students, and served as good role models. However, students were found to have a relatively low awareness of empathy in the cyber world. For the phenomenon-based learning approach to develop empathy in the cyber world, it is recommended to use real-life phenomena close to students’ experiences. This would enhance their understanding of emotions, foster respect for differences, encourage polite communication, raise awareness of the impact of online behavior, and promote empathy in the cyber world.