This research aims to understand the cultural resource development situation for the advancement of learning ecologyand factors drivinglearning ecology incultural tourism in the Satun UNESCO Global Geopark area. This study involved collecting qualitative data through unstructured interviews, Co-Creation, and analyzing data using Design Thinking and Case Development tools. The research result engaged various stakeholders systematically, integrating Scenario Development to simulate cultural resource rolein line with the objectives.The study identified three key factors driving the learning ecology:1) Cultural content, 2) Learning activity formats, and 3) Development of learning spaces.Additionally, the research offers insights for utilizing the findings at three levels:1) Cultural resource screening guidelines for product and service development fortourist2) Themedevelopment for creatingopportunities for group tourism business3) Development of area policies and amenities to support cultural tourism.The outcomes have raised awareness ofthe importance of cultural resource development in driving the SatunUNESCO Global Geopark Learning Ecology, beyond solely focusing on geological resources.

https://so01.tci-thaijo.org/index.php/cmujedu/article/view/270503/175761 

Studying design, in general curriculum, is very difficult to deliver some experiences such as, collaboration with outside school, or professional practice. Many design schools usually provides students a short period of workshops with focused content. Generally, students are forced to learn and complete every task in working process but, because of limited time they cannot continuously learn. From the observation at School of Architecture and Design, (SoA+D) KMUTT, the evidences showed that students gained knowledge from mentors leading workshop but they did not experience much each tasks. To improve the performance of workshop, the process called “Press and Release” was introduced to International Furniture Design Workshop, NAFA-KMUTT in 2013 and 2014, cross-cultural collaboration. The main idea of “Press and Release” is to encourage students to work continuously and deeply experience in tasks. “Press” is designed to support students to focus on what they should do, while workshop gives them more conditions. It could be considered as sub-activity where students are able to work closely with mentors. “Release” phase allows students to work on their own and encourages students to get more information resources and explorations on their works. It would be better if time for “Release” is longer than “Press”. The case study, International Furniture Design Workshop, NAFA-KMUTT was designed to switch in between, 2 of “Press” and 2 of “Release”. The result shows that “Press” helped students to realize their focuses and ways to develop the works. Time and new information in “Release” phase made their focuses to be more focus. With “Press and Release”, students are able to get a chance to experience and do trial and error as well as to embed the idea of continuous learning.