Integrated learning management using herbal gardens in schools and communities as a learning resource

Abstract

       "Herbal gardens" are another form of learning resource that educational institutions can use to manage integrated learning continuously and sustainably. Creating herbal gardens as learning resources in schools and communities creates a learning environment that connects with daily life, fostering student development through hands-on processes, exploration, experimentation, creation, product processing, reflection, knowledge integration, using knowledge to promote health, learning the philosophy of sufficiency economy, building self-immunity, and living self-reliantly. The approach of using herbal gardens in schools and communities as learning resources should be developed in conjunction with the school curriculum, emphasizing education based on Meaningful Learning Theory and Constructivism. Students should construct and remember knowledge meaningfully, connecting it to context. The herbal garden should serve as a learning space with diverse and sufficient resources, materials, equipment, and problem-solving scenarios. Schools should use locally sourced, economically available medicinal plants. Integrated learning units spanning all disciplines can be incorporated into the school curriculum, such as planting, caring for, propagating, harvesting, utilizing, product creation, packaging design, sales, and community service. This allows students to create projects that instill self-pride and develop academic skills in reading, writing, calculation, analytical thinking, problem-solving, and creativity. This article aims to enhance life skills, vocational skills, financial literacy, local resource conservation, learning of local wisdom, and preservation of Thai culture, as well as building positive relationships within the community. It draws lessons from case studies of schools under the Mahasarakham Primary Educational Service Area Office 1.