Guidelines for Developing Learning with the Crop Rotation System for food Security A Case Study: Princess Ubolratana School Students, Chiang Dao Sub-district, Chiang Dao district, Chiang Mai, Thailand


  • Nathitakarn Phayakka
  • Anupong Wongchai
  • Fapailin Chaiwan
  • Panuphan Prapatigul
  • Priyaphon Khanthabua


This is a research and development paper and its objective is to develop a learning approach to the crop rotation system for food security at Princess Ubolratana School, Chiang Dao Sub-district, Chiang Dao district, Chiang Mai, Thailand. This study employed secondary and primary data methods and a participatory action research method. The secondary data method and focus-group discussion were used to collect the data. The target group included 54 students from grades 6-9 of the school’s agricultural club. Quantitative data were analyzed using percentage, mean value, and qualitative data analysis using content analysis. The results of the research revealed that 1) the need for the development of learning issues can be divided into 3 issues: production factors, learning media, and development of practical skills and life skills; 2) the crop rotation system is the cultivation of at least two types of plants in the same area taking into account the types of plants, varieties and suitable cultivation time as well, and the planters were teachers and students at Princess Ubolratana School who used the tool as a plot and planting calendar to plant efficiently; and 3) the management model of Muang Phet Learning Center was assessed and improved so that it is consistent with the philosophy of sufficiency economy, and the assessment showed that the overall score was at a high level.