Abstract

This multiphase mixed-methods research aimed to: (1) investigate the components and indicators of a learning ecosystem model and teachers’ active learning in schools under Local Administrative Organizations in Northeastern Thailand; (2) validate the goodness-of-fit of the structural equation model of the learning ecosystem influencing teachers’ active learning against empirical data; and (3) develop a learning ecosystem model to enhance teachers’ active learning in schools under Local Administrative Organizations in Northeastern Thailand. The study was conducted in three phases. Phase 1 investigated the components of the learning ecosystem and teachers’ active learning through a comprehensive review of academic literature and related research. Phase 2 examined the structural consistency of the model with empirical data. Phase 3 developed a learning ecosystem model to enhance teachers’ active learning in schools under Local Administrative Organizations in Northeastern Thailand. The sample consisted of 550 school administrators and teachers under Local Administrative Organizations in Northeastern Thailand, obtained through multistage random sampling. The research instruments included a rating scale questionnaire with a reliability coefficient of 0.98 and a semi-structured interview. Data were analyzed using Mplus version 8.0 and SPSS version 26 for descriptive statistics and inferential statistics.

The findings revealed that: 1) The learning ecosystem comprised five major components and twenty-one subcomponents. Teachers’ active learning consisted of six major components and twenty-two subcomponents, all meeting the prescribed criteria for appropriateness. 2) The structural equation model of the learning ecosystem influencing teachers’ active learning demonstrated a good fit with empirical data, with χ² = 1,103.74, df = 930, χ²/df = 1.187, SRMR = 0.025, RMSEA = 0.018, CFI = 0.996, and TLI = 0.996. 3) The learning ecosystem model for enhancing teachers’ active learning in schools under Local Administrative Organizations in Northeastern Thailand comprised: (1) Preparation and Understanding (Foundation); (2) Building the Learning Ecosystem; (3) Teacher Empowerment; (4) Sustaining Progress; and (5) Impact and Scaling. The model demonstrated the highest levels of suitability, feasibility, and utility.

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