Development of a Causal Relationship Model and Guidelines for Organizing a Learning Ecosystem Affecting Learners’ Future Learning under the Sukhothai Secondary Educational Service Area Office

Abstract

The objectives of this research article 1) to develop and verify a causal relationship model of learning ecosystems affecting learners' future learning under the Sukhothai Secondary Educational Service Area Office, with empirical data; and 2) to examine guidelines for organizing a learning ecosystem affecting learners’ future learning under the Sukhothai Secondary Educational Service Area Office. This study was a mixed-methods research. The quantitative research involved a sample of 192 students in Mathayom Suksa 4–6, selected via stratified random sampling. Two questionnaires were used, namely one regarding the learning ecosystem and another concerning learners' future learning with item-objective congruence (IOC) indices ranging from 0.80 to 1.00 and reliability coefficients of 0.952 and 0.961, respectively. Data were analyzed using descriptive statistics, Pearson’s correlation coefficients, confirmatory factor analysis, and structural equation modeling. The qualitative research involved 5 key informants selected through purposive sampling; an interview form served as the research instrument, and data were analyzed using content analysis. The research findings revealed that 1) the causal relationship model of the learning ecosystem affecting learners' future learning was consistent with empirical data (p-value = 0.089, CFI = 0.994, TLI = 0.990, RMSEA = 0.050, and SRMR = 0.017. The organization of the learning ecosystem affecting learners' future learning had direct and total effect sizes of 0.801, statistically significant at the .05 level; 2) guidelines for organizing the learning ecosystem affecting learners' future learning comprised two aspects: (1) promoting a learning ecosystem by organizing environments and learning resources that were conducive to learners, developing learning management processes that encouraged participation, utilizing technology appropriately, developing teachers, and building collaborative networks; and (2) promoting learners' future learning by implementing learner-centered instruction, integrating digital technology and Artificial Intelligence, and fostering 21st-century skills, adaptability, collaborative learning, and lifelong learning.