Applying the 'Social Engineer' Concept to Enhance Soft Skills for Education Students of Sakon Nakhon Rajabhat University

Abstract

This study aimed to: 1) develop students' knowledge, understanding, and competency in using social engineering tools; 2) study the application of these tools in planning and organizing activities for learner development; and 3) synthesize knowledge and extract lessons learned from actual operations. The research was conducted through a three-phase learning process consisting of a workshop, fieldwork, and reflection, involving first-year students from the Faculty of Education at Sakon Nakhon Rajabhat University.

The findings revealed that the students effectively applied social engineering tools to organize learner development activities in schools. Notably, during the After Action Review (AAR) and reflection phase, significant empirical results emerged, which crystallized into three core themes of lessons learned: 1) self-discovery and a profound inspiration for the teaching profession; 2) the successful translation of abstract soft skills into practice, with students recognizing and appreciating the value of teamwork, communication, and problem-solving skills utilized during their fieldwork; and 3) the formulation of constructive suggestions for extending and sustaining these activities in the community.

In conclusion, the three-phase learning process (Workshop-Action-Reflection) based on the social engineering concept represents a promising instructional approach. The study of the target group suggests that this process tends to enhance essential 21st-century skills and contributes significantly to cultivating the professional identity and teaching spirit among pre-service teachers.