Integrated Local Curriculum Development System with the Principle of Dependent Origination (Idappaccayata) for the Environmental Conservation of Huai Kha Khaeng Tigers of Educational Institutions in Uthai Thani Province

Abstract

The purposes of this research article were 1. to study training knowledge; 2. to develop system; 3. to test a local curriculum development system; and 4. evaluate and certify the system's efficiency. The research methodology was a research and development (R&D) approach, comprising four phases: 1) (Documentary Research) (R₁) Knowledge Study, 2) (System Development) (D₁) System Development, 3) (Experimental Research) (R₂) System Experimentation, and 4) (System Evaluation and Development) (D₂) System Evaluation and Certification. The population sample was 8,500. The sample size was calculated using the Taro Yamane formula, yielding 382 participants. Purposive sampling was used, and the experimental group consisted of 34 Mathayom Suksa 5 students at Lansak Witthaya School under the Uthai Thani and Chainat Secondary Educational Service Area Office. The research instruments included interviews, questionnaires, focus group discussions, a draft local curriculum, an achievement test, and a satisfaction questionnaire. The quality of the instruments was assessed using statistical analysis, including mean and standard deviations, Index of Item Objective Congruence (IOC), difficulty index, discrimination index, reliability of the test and satisfaction scale, and process efficiency values and outcomes of the curriculum. The research results found that 1) tiger conservation required community cooperation, using learning media and activities that motivated and raised awareness of the environmental importance, and fostered community networks for long-term ecological balance; 2) developing an integrated local curriculum combined with Idappacayata (Principle of Dependent Origination) for tiger conservation. The evaluation results of the curriculum structure using the CIPP Model found a high level ( = 4.09, S.D. = 1.05); 3) a quasi-experimental curriculum study found that the curriculum significantly increased academic achievement and fostered understanding of tiger conservation; and 4) learning through this curriculum significantly improved skills, knowledge, and cooperation in environmental conservation. It can be concluded that integrating the local curriculum and Idappacayata (Principle of Dependent Origination) to promote understanding and responsibility for sustainable community environmental conservation was effective and truly effective.