School–University Partnerships for Place-Based Educational Administration Innovation
Fostering Innovative Co-Creator Learners
Bibliographic Data
| ID | 22042823 |
|---|---|
| Authors | Suntaree Wannapairo (0000-0003-2939-3488, Thaksin University), Sinchai Suwanmanee (0009-0007-3031-3277, Thaksin University), Natcha Mahapoonyanont (Thaksin University), Chanaporn Uetrakool (Songkhla Rajabhat University) |
| Year | 2026 |
| Volume | 16 |
| Issue | 3 |
| Pages | 440 |
| Publication date | 2026-03-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16030440 |
| OpenAlex | W7136116505 |
| Language | EN |
| References cited | 48 |
In a rapidly changing era, education systems must empower learners as community innovators through Place-Based Education (PBE). While School–University partnerships are global drivers of reform, the specific administrative mechanisms required to support and scale these innovations within decentralized policy frameworks, such as Thailand’s Education Sandbox, remain underexplored. This Research and Development (R&D) study, integrated with a Design Thinking framework, investigated school-led administrative innovations across four diverse jurisdictions in the Songkhla Education Sandbox over 12 months. The study synthesized a collaborative administrative framework structured around four core pillars: Strategic Mentoring and Thinking Partnership, Place-Based Educational Ecosystems, Adaptive Governance and Resource Autonomy, and Collective Synergy and Iterative Development. Empirical findings indicate that this framework supported the development of “Innovative Co-creator” characteristics among students, generating high-value outcomes such as “Songkhla Mini Mango Coffee” and social innovations from water hyacinth. The study concludes that educational transformation thrives when administrative structures shift from compliance-driven mandates to flexible, context-responsive partnerships. By integrating university-led coaching with community assets, the framework offers a promising, contextually adaptable model for enhancing student learning outcomes while preserving local socio-cultural identity. This systematic approach supports the continuity of educational reform across diverse regional contexts
Coaching · Collaborative learning · Conceptual framework · Corporate governance · Educational technology · Empirical research · Educational Environments and Student Outcomes · Indigenous and Place-Based Education · Service-Learning and Community Engagement
Sage Handbook of Mixed Methods in Social & Behavioral Research
Building a positive school culture using continuous improvement
The role of educational management in enhancing innovation and problem-solving competencies for students towards global competitiveness
Transformational Leadership Development for School Administrators Emphasizing Area Potential with Learners’ Science, Math and Technology Competencies in Education Sandbox, Thailand
Systematic Literature Review of Innovative Schools
Exploring the Affordances of Place-Based Education for Advancing Sustainability Education
The leadership of innovation in education
Developing profession ready teacher education graduates through school-university partnerships
Reflections on coaching and mentoring in the transition to school space
Re-using co-design in initial teacher education
Rethinking the time spent at school
Place-based education avant la lettre. The shifting emphasis on connecting the curriculum to the place in Austrian rural school reform, 1919–1965
Opening up learning environments
Place-based education – a systematic review of literature
Who teaches place-based education
Analyzing the relationship between distributed leadership and instructional quality in Taiwan
| Highly cited | No |
|---|