Guidelines for Developing Existing Community Economic Knowledge to Develop New Skills for Social Change Adaptation in Na Siew Subdistrict, Mueang District, Chaiyaphum Province

Abstract

This study aimed to 1) examine the community’s existing knowledge of community economy; and 2) identify guidelines for developing new skills and transforming the community’s mindset regarding community economy for social change adaptation in Na Siew Subdistrict, Mueang District, Chaiyaphum Province. The study employed a qualitative research approach using participatory action research (PAR). The target group was purposively selected, consisting of community leaders, representatives of social group leaders, and community members from eight villages in Na Siew Subdistrict, totaling 40 participants. The research instruments included questionnaires to assess knowledge before and after training. The qualitative research instrument was a structured interview designed to reflect in-depth perspectives through focus group discussions. Data were analyzed using descriptive statistics, namely percentage, mean, and standard deviation and content analysis for descriptive interpretation.  

            The findings were as follows:

1. Pre-training assessments of existing knowledge related to changes in the community’s socio-economic environment revealed that the overall level of existing community economic knowledge was low. When examined by aspect, knowledge of community enterprises was at a moderate level, followed by knowledge of community economy based on the Sufficiency Economy Philosophy, also at a moderate level. The lowest level was observed in knowledge of community economic development.

2. The guidelines for developing new economic skills and transforming the community’s mindset for social change adaptation in Na Siew Subdistrict, Mueang District, Chaiyaphum Province comprise four approaches: 1) community-based mindset development; 2) development of new community skills;  3) development of marketing, digital communication, and lifelong learning skills; and 4) development of area-based learning processes.