Cultivating Sense of Place Through Place-Based Education: An Innovative Approach to Education for Sustainability in a Thai Primary School

Abstract

This study addresses the limited integration of place-based education (PBE) into primary science learning, particularly regarding its potential to cultivate both cognitive understanding and emotional attachment to place—key dimensions of education for sustainability. Implemented in a rural Thai primary school, a ten-week (20-h) PBE program engaged Grade 6 students in locally relevant, hands-on activities grounded in Experiential Learning Theory and Social Learning Theory. Mixed-method analysis combined rubric-based scoring of a Sense of Place Assessment with qualitative content analysis of student reflections and group work. Post-intervention results showed that 84.21% of students achieved a high level of sense of place, with the strongest gains in place knowledge, followed by place dependence and place identity. Qualitative findings revealed three developmental pathways: sustained attachment through long-term experiences, growth from surface awareness to active participation, and limited emotional connection despite involvement. These patterns illustrate diverse routes through which PBE can foster environmental stewardship by linking personal meaning-making with collaborative action. Embedding PBE in authentic school contexts can enhance students’ capacity to value, care for, and improve their immediate environments, offering a transferable model for integrating sustainability-oriented learning across curricula.