Promotion of 21st Century Skills under the “Learn to Earn” Concept for Elementary School Students at Ban Khok Sak School in Phatthalung Province

Abstract

This research aimed to promote 21st-century learning skills under the “Learn to Earn” concept among elementary school students at Ban Khok Sak School in Phatthalung Province. The study employed a qualitative approach with a focus on action research. The target group consisted of 169 students in Prathom Suksa 1–6 (Grades 1–6). Data were collected through interviews, focus group discussions, observations, and informal conversations. The data were analyzed using content analysis, and the results were presented in narrative form accompanied by photographs.

The findings revealed that Ban Khok Sak School demonstrates sufficient potential and readiness to serve as a pilot for promoting 21st-century learning skills under the “Learn to Earn” concept. This was achieved through hands-on learning activities, including cultivating Bhutan oyster mushrooms, growing kitchen garden vegetables, raising catfish in canvas ponds, and cultivating raised-bed salad vegetables. Responsibilities were appropriately assigned to students according to grade level, and mutual knowledge exchange was actively encouraged. As a result, students developed key 21st-century learning skills across three domains: 1) learning and innovation skills, such as creativity and innovation, critical thinking and problem-solving, and communication and collaboration; 2) information, media, and technology skills, including literacy and an understanding of information, media, and digital technologies; and 3) life and career skills, encompassing flexibility and adaptability, initiative, social and cross-cultural skills, productivity, leadership, and public responsibility. Recommendations include: 1) increasing the emphasis on information, media, and technology skills to strengthen students’ digital literacy and media awareness; 2) designing learning activities based on surveys of student interests and aligned with the school’s potential and community capital; and 3) integrating the Parents as Teachers concept while leveraging the expertise of local sages and the broader community to enhance the effectiveness of learning management.