The objective of this research is twofold: firstly, to examine the level of local food security and the community members’ understanding of environmental education; and secondly, to develop a model that enhances local food security by implementing the environmental education practices of the community residents. Utilized mixed-methods research. Data were gathered via a questionnaire, a group discussion, and a workshop. A total of 378 respondents were chosen for the questionnaire using multi-stage selection, while 45 respondents were chosen using purposive sampling. Furthermore, a total of 32 community volunteers were extended an invitation to participate in the workshop. This study included descriptive statistics and content analysis. The findings indicate that the target communities have an average perception level of 3.19 regarding local food security, while their knowledge about the environment is at a high level of 4.01. The study identifies five key components for establishing local food security, namely: (1) learning local food identity; (2) inheriting local wisdom; (3) transmitting local food knowledge; (4) managing sources of local food; and (5) building local networks.

The green spaces in Wat Pah play an important role in forest conservation in Thailand. This study identified and analyzed the structures and patterns of landscape ecology in Wat Pah Nanachart, Ubon Ratchathani Province, to guide a conceptual framework for green space conservation in forest monasteries. Spatial analysis and modeling using geoinformatics technology were employed to recognize and characterize these landscapes. Information on the green space conservation and management of Wat Pah was also obtained using an in-depth interview and site observation. The results revealed that most of the green space in Wat Pah is forest, characterized by an ecological matrix and a dry evergreen forest. The forest structure can be divided into three canopies, dominated by the Dipterocarpaceae family, which has regenerated into upper and lower canopies. It is an edge matrix and ecological corridor connected to the internal and external green spaces of Wat Pah. It plays an important role in supporting cultural, religious, and aesthetic activities for ordained monks and Buddhists. The spatial landscape model can be divided into three main zones: Thoranisangha, Buddhawas, Sanghawas. Thoranisangha is an open space covered with traditional and artificially planted tree species. It is located in front of the temple and designed for public utilities in the context of managing and conserving the remaining trees. Buddhawas is a semi-open space mostly covered with traditional tree species. It represents Buddhism’s identity and uniqueness and is used for religious ceremonies and dissemination—listening to sermons, meditating, and praying. Meanwhile, Sanghawas is covered with natural forest and contains residences for monks that are designed to be in harmony with the forest ecosystem.

This study reflects the experiences of communities who have adapted to climate change in three different geological locations in the country of Thailand: by the riverside, coast, and in the mountains. The communities presented the lessons learned and identified key adaptation factors. The study used in-depth interviews and focus group discussions, with results showing that the community’s learning and adaptation to climate change were at a high level. The results broaden understanding of climate change in these locations and provide information for resource management approaches. Among the seven factors, five factors illustrated that they were highly adapted, including: (1) applying knowledge about nature, ecosystems, and traditional wisdom; (2) management that allowed the use of adaptations; (3) a shared vision of success; (4) collaboration; and (5) having a variety of options and approaches. Two factors that illustated that the community was only moderately adapted included: (1) learning about violent events and disasters; and (2) following government guidelines. It was found that a lack of information about the ecosystems and environmental resources they required for large-scale infrastructure construction caused issues. This is a problem, and the government must consult with local communities when setting long-term plans and assessing needs, because communities have diverse livelihoods and depend on natural resources. Hence, future studies should include climate change awareness and understanding of what is required by adding community needs linked to climate change adaptation into state development plans as well as utilizing the wisdom and traditional knowledge involving ecology held by these communities into sustainability plans.

Place identity attracts tourists visiting and touching the authentic beauty of attractions. It is a powerful instrument for symbolic meanings of landscape to embed at-homeness. The purpose of this study was to innovate a process of identified tourist attraction management based environmental education in a provincial community by multi-method research design. The research results indicated that the innovation regarding the process of identified tourist attraction management based environmental education was mainly comprised of five factors including (1) Sustainable Tourism, (2) Identification of Tourist Attractions, (3) Occupational Promotion, (4) Environmental Actualization, and (5) Environmental Participatory Management. The output appeared highly environmental literacy and the outcome reached tourist impressions that impact to community income and sustainable environments.

The main objective of this research was to study the factors influencing the science and environment of education program for blind students at the elementary level. This research used mixed methods (quantitative and qualitative approaches), specifically a questionnaire survey was conducted to better understand the current situation on Science and Environmental Education Learning among 192 blind students in 14 primary schools for the blind in Thailand and in-depth interviews with the directors, science and Environmental teachers, and students’ parents, 30 interviewees in total. The data were collected and analyzed into frequency and percentage (and K-means clustering) using SPSS software. The research findings from data collection from 192 blind students illustrated that the importance of facilitator that involve teaching materials (43%) was support appropriate to Science and Environmental Education teaching materials for blind students, 34% students had a good relationship with their classmates and teachers. A total of (32%) were provided more Braille textbooks for Science and Environmental Education teaching. K-means cluster analysis showed four clusters of science and environmental education learning blind students. The study concluded that the factors influencing effectiveness of science and environmental education learning of blind students consisted of facilitators, the creation of scientific learning processes, media and technology as the medium for communicating scientific knowledge, appropriate curriculum for blind students, and cognitive abilities of blind students in physical, mental, intelligence, and emotion terms.

The objective of this research was to study food security level of the community in the central part of Thailand Using mixed research the research instruments were questionnaires, interview recording forms. Data collected of from in-depth interview, small group discussion and workshop. The qualitative data collected from 60 key informants and using content analysis. Quantitative data were collected from 426 samples using descriptive statistics for data analysis. The results showed that local food of the community in the central part of Thailand is derived from the knowledge and the management of community food sources. As for building food security level of the community level, it requires participation in the community's food crop resource management by using the 3L2N model. It consists of (1) Personal Learning (2) Community Learning (3) Organization Learning (4) Internal Network and (5) External Network, and the post-test results from the action research, it was shown that the pre-test score was statistically significant at 0.05

Purpose This study aims to evaluate the meaningful public participation in activities relating to the master plan development and, at the same time, propose some recommendations for improvement. Design/methodology/approach The study was carried out with in-depth interviews of 35 key-informants selected from various stakeholder groups involving in public participation activities. The evaluation frameworks for meaningful participation were developed from various scholars. Findings The evaluation showed that the public hearings partially met the criteria of information provision and representativeness. However, there are rooms for improvement on participation in decision-making process, social learning and influence over policy decision-making. Therefore, this study proposes two recommendations. First, more flexible form of public participation is needed to enable discussions among various groups of stakeholders. Second, the organizer should communicate with stakeholders about how their opinions influence the final master plan in order to create sense of belonging among community members. Originality/value This research developed the evaluation framework for public participation in old town conservation master plan in developing country.

Abstract The research into the environmental education competency of secondary school teachers was conducted using mixed research methods. The data were collected using the questionnaire and the structured interview. The teachers of eco-schools completed the questionnaire and teacher advisors as well as mentor teachers of the eco-school project participated in the structured interview. The research findings revealed that most respondents had a moderate level of environmental education competency that involved six aspects: knowledge of the environment, basic understanding of the environment, responsibility for the environmental education of professional teachers, planning and practice with regard to the environmental education, promoting learning about the environmental education and evaluation of the environmental education. The approaches to enhance the environmental education competency of secondary school teachers should involve multidisciplinary instruction learning, community-based learning, project-based learning, happy teaching and learning, and holistic learning management.

Though there are currently many perspectives on environmental education, they generally fail to address large gaps in linking education between natural sciences, social sciences and the humanities. As a result, recently developed environmental education management practices are inconsistent in sociocultural contexts, especially in Thailand where there are many environmental agencies and indigenous groups with their own unique worldviews. To address this issue, this mixed methodology study developed an integrative framework of environmental education based on the integral theory and worldviews of various stakeholders in Thailand. Results showed that the proposed integrative framework thoroughly addressed three holistic measures as well as five components of environmental literacy. The holistic measures consisted of behavioral change, social change, and personal change, whereas, the five components of environmental literacy included competencies (knowledge and skills in scientific and sociocultural aspects), spiritual growth (knowledge and skills in humanities), participation (norms of action), attitudes (proper character traits), and awareness (value awareness). This study not only fills gaps between various perspectives of environmental education, but also provides a shift from the reductionistic approach to a more holistic one when addressing the world's complex environmental crises, especially on personalized and localized contexts.