Abstract

This study aimed to develop biology learning activities integrating life skills and the Bio-Circular-Green Economy (BCG) concept for high school students at Mahasarakham University Demonstration School (Secondary), Thailand. The specific objectives were to develop the learning activities, enhance students’ reflective thinking, promote self-development, and evaluate student performance. The participants were Grade 10 students from two classrooms, 4/1 and 4/2. The study employed classroom action research integrated with the Professional Learning Community approach, referred to as Professional Learning Community Classroom Action Research (PLC-CAR). Research instruments included lesson plans, student reflection assessment forms, student performance assessment forms, and self-assessment forms. Data were analyzed using mean, standard deviation, and independent-samples t-test. The findings revealed that students in the two groups differed significantly in reflective thinking skills at the .05 level, with Group 2 demonstrating a higher mean score than Group 1. However, no significant differences were found between the two groups in student performance assessment or self-assessment, although both groups reported high levels in these areas. Overall, the developed learning activities effectively promoted self-directed learning, collaboration, reflective thinking, and the application of biological knowledge for personal and community benefit. The findings suggest that integrating life skills and the BCG concept into biology learning activities can support meaningful learning and strengthen key competencies for the 21st century.

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