Abstract

This study investigated the current conditions and priority needs for learning management based on Place-Based Education (PBE) to enhance global citizenship. The study employed a survey design and involved 150 general education instructors and 367 undergraduate students from three Rajabhat universities in the upper northeastern region of Thailand. The main instrument was a dual-response needs assessment questionnaire that asked respondents to rate both current and expected conditions. Quantitative data were analyzed using descriptive statistics and the Modified Priority Needs Index (PNI__modified). while open-ended responses were analyzed through content analysis. The findings revealed that: 1) the instructors rated the overall current state of learning management at a high level, but identified the most urgent development needs in the areas of media and learning resources, and measurement and evaluation, particularly regarding the limitations in integrating global content into local contexts; 2) the students exhibited the highest need in the cognitive domain, specifically the ability to connect local issues with global problems. Furthermore, qualitative data indicated that learners desire a learning management model emphasizing practical community engagement. These findings confirm the critical necessity of applying the PBE concept as a foundation for designing learning management that connects global and local contexts, thereby concretely enhancing learners' global citizenship competencies.

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