Development and Preliminary Evaluation of the Digital Learning Innovation for Strengthening Society (DLISS): A Culturally Grounded Learning Intervention for Promoting Sufficiency Economy Morality Among Youth in Thailand’s Southern Border Provinces

Information from the abstract

Promoting morality among youth is an important educational priority in Thailand’s Southern Border Provinces. However, few culturally grounded learning interventions based on the Sufficiency Economy Philosophy have been systematically developed and evaluated. This study aimed to develop and preliminarily evaluate the Digital Learning Innovation for Strengthening Society (DLISS), a culturally grounded learning intervention designed to promote self-reported morality among youth. A four-phase research and development design was employed, including needs assessment, intervention and instrument development, preliminary field implementation, and post-implementation expert appraisal. Self-reported morality was assessed using the Sufficiency Economy Moral Scale (SEMS), which underwent psychometric evaluation with 1640 youth. Preliminary implementation involved 22 youth leaders assessed at pretest, immediate posttest, and post-reinforcement assessment. The SEMS demonstrated satisfactory psychometric properties. Participants showed statistically significant within-participant changes in the five measured dimensions of self-reported morality across the three assessment occasions. Experts rated the DLISS model favorably for its appropriateness, feasibility, utility, and contextual relevance. The DLISS model represents a promising culturally grounded learning intervention for promoting self-reported morality among youth. The findings provide preliminary evidence supporting further evaluation using larger samples and controlled research designs.

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Related topics: Cultural Differences and Values · Motivation and Self-Concept in Sports · Behavioral Health and Interventions