Learning Management Model with STEM-Focused Careers for Students in a Multicultural Society
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Abstract
This research aimed to develop a learning management model with STEM-focused careers for students in a multicultural society. The target groups included administrators, teachers, and students of the Ban Mueang Kuat School, Mae Taeng District, Chiang Mai Province. The study involved a participatory action research design and was conducted in two cycles. Data were collected through group conversations, in-depth interviews, participatory learning management, and lessons learned. Data were analyzed through content analysis.
The learning management model developed in this study was based on system theory, which describes inputs, transformative processes, outputs, and key successes. Inputs involved dynamic changes in the world, STEM education-driven policy, development of student’s career skills, and societal context (learning resources, tourism, agriculture, and culture). The transformative process can be divided into two parts: change management and learning management. Change management involved STEM teachers’ competency development, higher education mentors, and development partnerships. Learning management involved STEM-focused careers, transdisciplinary learning, evaluation, and assessment of goals by outputs and outcomes, and supervision, monitoring, and coaching by professional learning community or PLC. Outputs reflected teachers’ STEM competency, students’ STEM competency, and STEM-focused careers in a multicultural society. Key successes included the provision of space for STEM education by school principals, the changing of teachers’ minds, and the support of educational government policy on learning.
Keywords: STEM-Focused Careers, Learning Management Model, Multicultural Society, Transdisciplinary
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