An approach for Learning Management to Develop Student’s Essential Skills Based on Inner Development Goals (IDGs) in Opportunity Expansion Schools through Action research

Abstract

This research aimed to: 1) examine the components and learning management approaches for developing students’ skills based on the Inner Development Goals (IDGs) in opportunity expansion schools; 2) investigate the outcomes of students’ IDGs skill development through such approaches; and 3) extract lessons learned from the implementation. The study employed action research with two cycles, consisting of planning, action, observation, and reflection. The participants included 7 school administrators and teachers, and 51 lower secondary school students. Research instruments comprised of interviews, an IDGs skills assessment form, behavioral observation forms, and reflection logs. Data were analyzed using content analysis and descriptive statistics, including mean, standard deviation, and paired-sample t-test.

The findings revealed that: 1) the IDGs skills consisted of five components: inner cultivation, thinking skills, connectedness with others, collaboration, and acting for change. The learning management approach included four key activities: teacher development, daily contemplative practices, professional learning communities (PLC), and lesson learned reflection; 2) students’ IDGs skills significantly improved at the .05 level, with the highest improvement in acting for change and the lowest in collaboration; and 3) the lesson learned process indicated positive changes at the student, teacher, and school levels. Students demonstrated greater self-awareness and social skills, teachers shifted their roles to learning facilitators, and schools developed a supportive learning ecosystem for continuous inner development. These findings suggest that the proposed approach effectively enhances holistic student development and can be appropriately applied in opportunity expansion schools.