Pedagogical Framework for Social Studies Bridging Local and Global Perspectives through the Borderland Context of the Golden Triangle
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Abstract
This study aims to explore approaches to designing social studies learning that connect local contexts to the global stage through the borderland setting of the Golden Triangle. It encompasses three key components: the context of the Golden Triangle global citizenship rooted in local foundations and social studies learning management through the Golden Triangle. The focus is on integrating knowledge of geography history religion and economics within a border context characterized by ethnic and cultural diversity as well as power relations between the state and marginalized communities. The study employs the Area-Based Learning Cycle (AAAR Teaching Approach) which consists of four stages Awareness Anticipation Action and Reflection. This process is combined with the concept of Glocalization linking global trends with local cultural roots through activities that foster critical thinking questioning experiential learning creative media production and assessment methods emphasizing deep understanding and 21st-century skills.
The study reveals that using the Golden Triangle as a learning base allows students to understand global dynamics through a local lens. It enhances essential life skills, promotes social responsibility, ethics, and fosters positive attitudes for living in multicultural societies. Moreover, the study recommends expanding this model to other border areas and exploring the roles of the state, capital, and local communities in shaping place-based education. This will ultimately improve the quality of learning through the integration of local and global dimensions in a holistic manner
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