Journal Issues

Abstract- This research aimed to (1) develop a project-based learning model that integrates social engineering processes for community problem solving, (2) enhance learners' competence in analytical thinking, innovation design, and community collaboration, and (3) create innovations or development approaches for silk and mulberry products that meet market needs and are sustainable. The target group consisted of 50 students and 10 members of the mulberry and silk farming community enterprise group in Tha Khoi Subdistrict, Suan Phueng District, Ratchaburi Province. Research and Development (R&D) was conducted through the integration of Project-Based Learning (PBL) and the Social Engineering Process, which consists of 5 social engineering tools: Fa Prathan, Life Clock, Development Timeline, Process Timeline, and MIC Model. Results revealed that the implementation of the social engineering process to develop teaching and learning under a project-based learning model effectively promoted student competency. Students achieved an average overall competency score of 3.7 out of 4.0, demonstrating improvements in analytical thinking, innovation creation, and community engagement with a public-minded spirit. Furthermore, stakeholder satisfaction scores for all items exceeded 4.5 out of 5.0, or "high," covering communication clarity, activity appropriateness, innovation benefits, community participation, student ethics, activity continuity, and economic, social, and environmental opportunities. This research demonstrates that using the five social engineering processes in conjunction with project-based learning can develop learners' integrated competencies to effectively address real community issues, create innovations for sustainable community development, and promote university-community collaboration in line with the BCG approach and the Sustainable Development Goals (SDGs).

Keywords: