From local knowledge to cultural belonging: community-based learning with ethnic minority students in Thailand

This study developed practical community-based learning guidelines to promote local consciousness among ethnic minority primary students in a multicultural school in northern Thailand. A qualitative case study design was employed with 25 participants, comprising school administrators, teachers, students, parents, and community knowledge holders. Data were collected through document analysis, semi-structured interviews, child-friendly conversations, observations, field notes, and stakeholder review, and were analyzed thematically. The findings revealed that rich linguistic, cultural, occupational, and place-based knowledge existed in the community but remained marginal to formal curriculum and classroom practice. Six essential components were identified: contextual and cultural grounding, participatory educational partnership, curriculum–community alignment, authentic and age-appropriate learning, cultural dignity with reflective assessment, and institutional support for continuous improvement. These components informed a five-stage cycle of joint exploration, collaborative design, community-based implementation, shared reflection and evaluation, and collaborative improvement and extension. The study concludes that community-based learning becomes meaningful when local knowledge is legitimized, educational authority is shared, children’s voices are protected, and experience is transformed into understanding, belonging, and age-appropriate participation within culturally responsive and sustainable schooling.