Designing a Thinking-Based Learning Ecosystem to Promote Moral Citizenship in Upper Secondary Education

Abstract

This research article aimed to investigate the level of knowledge and understanding of moral values among upper secondary school students through the application of moral reasoning after participating in six structured thinking activities. The study employed a mixed methods research design, with the target group consisting of 58 upper secondary students from two schools in Phetchaburi Province. Data collection was conducted using a moral-situation-based questionnaire. Statistical methods used included mean, standard deviation, t-test, and content analysis. The findings revealed that students from Thayang Witthaya School and Wat Chantharawat (Sukprasarnrat) School demonstrated a high level of knowledge and understanding of moral values, with mean scores of (𝑥̄ = 4.43 and 𝑥̄ = 4.35) respectively. The difference was not statistically significant (t = 0.975, Sig. = 0.352). The integration of a moral learning ecosystem through six thinking processes-Comparing Thinking, Inferring Thinking, Analysis & Interpretation, Moral Behavior Creativity Camp, and Moral Storytelling-played a key role in promoting students’ participation, reflective thinking, and moral behavior expression. As a result, students developed into moral role models capable of producing creative media that disseminates moral values to the wider community. This approach can be effectively and efficiently adapted for implementation in other school contexts.