A PROBLEMS TO TRANSFORMATIVE POWER: PUBLIC ADMINISTRATION SCHOLARS AND COMMUNITY LEARNING IN THE 21ST CENTURY

Abstract

This qualitative research article aims to: 1) examine the integration process of Problem-Based Learning (PBL) with 21^st century skills to enhance the potential of public administration students in community-based learning; and 2) analyze the new roles, positive outcomes, and changes experienced by students, public administration, and the community following the use of participatory active learning processes. The target group comprises eight first-year public administration students enrolled in the "21^st Century Learning Skills Development " course at Nan Community College in academic year of 2025. Research instruments include semi-structured in-depth interviews and non-participant observation.

The findings indicate that integrating PBL with 21^stcentury skills significantly enhances the capabilities of public administration students. Students effectively apply theoretical knowledge to real community situations, particularly in critical thinking, creativity, problem-solving, teamwork, and communication. Furthermore, they develop a deep understanding of social contexts and public policies, along with a strong sense of social responsibility. This approach also fosters social networking and collaboration for sustainable problem-solving. However, limitations were identified concerning community contextual differences and coordination challenges, necessitating strategic improvements to increase the effectiveness and sustainability of this process in the future.