Developing Supplementary Curricula to Foster Public-Mindedness Through Service-Learning and Community-Based Learning for Undergraduate Students at Tak Special Economic Zone Institute

Abstract

This research aimed to develop and evaluate supplementary curricula designed to foster public-mindedness among undergraduate students at the Tak Special Economic Zone Institute, based on the integration of service-learning (SL) and community-based learning (CBL). The study had two objectives: (1) to construct and assess the appropriateness of the supplementary curricula, and (2) to compare students’ levels of public-mindedness before and after participation. The research followed a developmental and quasi-experimental design. The curricula were developed through a systematic process and reviewed by ten experts in curriculum and pedagogy. Their evaluations indicated the overall appropriateness of the curricula was at the highest level (Mean = 4.51, SD = 0.37). Subsequently, the curricula were implemented with 24 undergraduate students. Data were collected using a validated public-mindedness scale, and paired-sample t-tests were conducted to compare pretest and posttest scores. Findings demonstrated significant improvement in students’ public-mindedness after participation. The overall mean increased from a moderate level before the intervention (Mean = 2.65, SD = 0.19) to the highest level afterward (Mean = 4.55, SD = 0.24), with all five components action for public benefit, collective-oriented cognition, respect for shared resources, responsibility and duty, and compassion, generosity, and solidarity showing statistically significant gains at the .01 level. The study concludes that supplementary curricula integrating SL and CBL are both appropriate and effective for cultivating public-mindedness. These results underscore the potential of higher education to nurture socially responsible graduates who can contribute to sustainable community and national development.