Abstract

The objectives of this research were: 1) to study the needs, interests, and guidelines for organizing an extracurricular activity on STEM-BCG to enhance high school students' green innovation entrepreneurship competency; 2) to develop and assess the quality of the curriculum; 3) to examine the effects of implementing the curriculum; and 4) to examine students' opinions toward learning through the curriculum. This study employed a research and development methodology. The sample comprised 12 high school students who participated in the STEM-BCG extracurricular activity during the second semester of the 2025 academic year at Chiangklang Prachapattana School, Nan Province, selected through purposive sampling. The research instruments included: 1) the extracurricular activity curriculum, 2) a manual for using the curriculum, 3) a competency assessment form, and 4) an opinion questionnaire. Data were analyzed using mean, percentage, standard deviation, t-test, and content analysis. The results of the research are as follows: The results concerning the needs, interests, and the extracurricular activity on the STEM-BCG to enhance green innovation entrepreneurship competency for high school students revealed that 1) the extracurricular activity curriculum is significant and necessary; and 2) the content provided to the learners consists of: 1) local wisdom and social contexts, 2) the BCG (Bio–Circular–Green Economy) concept, 3) the creation process and management of eco-friendly innovations, 4) modern entrepreneurship, and 5) the Business Model Canvas (BMC). Furthermore, measurement and evaluation methods are diverse, emphasizing learner development and authentic assessment. The results regarding the development and quality assessment of the extracurricular activity curriculum on the STEM-BCG to enhance green innovation entrepreneurship competency for high school students revealed that the curriculum consists of seven components: background and significance, curriculum principles, curriculum objectives, educational content, learning management guidelines, measurement and evaluation guidelines, and the structure of the extracurricular activity curriculum. This curriculum encompasses four main topics: 1) local wisdom and social context, 2) the creation process and management of eco-friendly innovations, 3) the implementation and improvement of green innovations, and 4) green innovation entrepreneurship. The results of the appropriateness evaluation indicated that the overall appropriateness was at the highest level, and the findings from the pilot study (Pilot Study) conducted to determine feasibility demonstrated that the curriculum is viable and practically applicable. The study investigating the effects of implementing the extracurricular activity curriculum on the STEM-BCG to enhance green innovation entrepreneurship competency for high school students revealed that the green innovation entrepreneurship competency of students enrolled in the extracurricular activity curriculum on the STEM-BCG for high school students yielded a mean score of 49.00, equivalent to 81.67 percent. This result was significantly higher than the 70 percent criterion established for participants of the extracurricular activity on the STEM-BCG at a statistical significance level of .05. Furthermore, 11 students demonstrated a high level of green innovation entrepreneurship competency, accounting for 91.67 percent, while 1 student exhibited a developing level of green innovation entrepreneurship competency, representing 8.33 percent. And The findings regarding the students’ opinions toward learning the extracurricular activity curriculum on the STEM-BCG for high school students indicated that, after learning with the extracurricular activity curriculum on the STEM-BCG for high school students, the students expressed the highest level of agreement overall.

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