Wednesday Onsite Presentation Session 1 Interdisciplinary, Multidisciplinary & Transdisciplinary Education

Session Chair: Chi-Jung Huang

09:30-09:55

68257 | The Silk Road of Siam the Country in the Western Central Region

Krittagan Charlie Dhoppupa, Muban Chombueng Rajabhat University, Thailand

Noppadon Tumchuea, Muban Chombueng Rajabhat University, Thailand

Chaowarit Phanthong, Muban Chombueng Rajabhat University, Thailand

Wichitra Keingbath, Muban Chombueng Rajabhat University, Thailand

Raktawan Siritawon, Muban Chombueng Rajabhat University, Thailand

Vasidtee Saisudjai, Muban Chombueng Rajabhat University, Thailand

This research has 4 objectives, but this presentation presents only one objective, which is to study the history of cultural tourism in the western central region. This research is a R&D research. The research hierarchy is: 1) R1: Study documents and research related to the history of the central west region, 2 provinces, namely Kanchanaburi (Sam Ong Pagoda Pass) and Ratchaburi (Ban Bang Kaeo) by focusing groups of people in the central west region to obtain comes with all-around information. 2) D1: Use the information obtained from R1 to analyze and develop issues related to cultural tourism in the central and western areas. (on the area where the history of the 2nd Ayutthaya War was known as Krung Taek).

3) R2: Let 3 experts in finding the IOC value and the Focus Group check the accuracy and completeness from D1. 4) D2: bring the results from R2 to create cultural tourism innovations for the central and western areas designated in 2 provinces, namely Kanchanaburi (Sam Ong Pagoda Pass) and Ratchaburi (Ban Bang Kaeo). The results of this research found that the western central region with its historical stories and evidence showing its prominence can be developed as a cultural tourism learning center and developed into an educational curriculum, namely: The area in Kanchanaburi and Ratchaburi provinces that has such a history since the Ayutthaya period is known as "The 2nd Ayutthaya War (Krung Tak)"

09:55-10:20

68074 | Digital Art Combined With Culture Can Effectively Promote Cultural Education

Xin Kang, NingboTech University, China

Xin-Zhu Li, National Taipei University of Technology, Taiwan

Kangping He, NingboTech University, China

Digital art is a combination of scientific technology, artistic thinking and humanistic thinking. Digital art is the use of digital technology as a tool for artistic creation. With the rapid development of digital technology, digital art has been combined with traditional culture in large quantities in recent years. In particular, the use of digital technology in the creation of Chinese traditional culture and art is increasing, enriching the traditional art design forms. This study uses "Night Banquet in Tang Dynasty Palace" as an example to explore the impact of digital art on Chinese culture education. The results of the study show that the combination of digital art and culture restores the color and vitality of ancient traditional culture and stimulates the public's interest in understanding it through the diversity of digital technology. It accelerates the spread of culture and awakens a sense of national identity as people learn about Chinese culture. Digital art combined with cultural education has had a positive impact.

10:20-10:45

67725 | Environmental Education From a Perspective of Sustainable Urban Water Management Case Study of a Public School in Casablanca City, Morocco

Hajar Nourredine, TU Berlin, Germany

Matthias Barjenbruch, TU Berlin, Germany

Angela Million, TU Berlin, Germany

Btissam El Amrani, FSAC, Morocco

Fouad El Amraoui, FSAC, Morocco

Nihad Chakri, FSAC, Morocco

Environmental education has been defined by the Tbilisi Final Report (1977) as "civic education which aims to bring individuals and communities to understand the complexity of the environment, both natural and human-made, due to the interaction of its biological, physical, social, economic and cultural aspects. It aims to develop the knowledge, values, behaviors, and practical skills necessary to participate responsibly and effectively in preventing, solving environmental problems and ensuring environmental quality."(Gillett 1977). On the other hand, urban water is a resource that presents a real challenge, studies have shown that the consumption and/or the protection of urban water resources is strongly linked to the behavior of individuals. Various scholars have demonstrated that water resource protection depends critically on the people's level of knowledge, attitude, values, and practices (Mat et al. 2003). This research project focuses on linking urban water management and wastewater recycling to produce an educational tool. It also addresses the collaboration between different actors and stakeholders to create a space for learning and sharing information and knowledge. This topic will be addressed in two parts, a first part presents three examples of projects and experiences where the treatment and reuse of urban wastewater have been the basis for the production of environmental education materials by adapting different approaches, and the second part presents how a participatory approach has been introduced within a public high school in Casablanca, to involve and educate young people about the environment.

10:45-11:10

67429 | Self-efficacy in Interdisciplinary Learning

Chi-jung Huang, National Cheng-kung University, Taiwan

Ling-ling Kueh, National Cheng-kung University, Taiwan

Hsiang-Wen Wang, National Cheng-kung University, Taiwan

In recent years, interdisciplinary/multidisciplinary learning in higher education has been a significant trend. Cross-disciplinary equips students with crossborder knowledge and skills to cope with a rapidly changing and diverse society. Self-efficacy is one of the crucial factors favorably for cross-domain learning, as self-efficacy is a student's belief that they are adequately capable of learning. However, whether student self-efficacy in interdisciplinary learning remains stable or changeable is unclear. The present study examined the developmental stability and change in students’ self-efficacy in the interdisciplinary learning context. The participants were 561 college students from a southern Taiwan university. They completed a survey measuring their self-efficacy in experiences and perceptions of interdisciplinary learning at three-time points with 12-month intervals. T-test and ANOVA were used to test for the differences. The results showed: (1) Neither "minor/dual major" nor "interdisciplinary credits" changed student self-efficacy, whereas selfefficacy in the third wave of study increased significantly for students with "interdisciplinary learning experiences";(2)Students’ perception of improving in “interdisciplinary knowledge integration and implementation’ and ‘ability to interact and collaborate across disciplines’ had enhanced their learning selfefficacy over three years; (3) There was a significant difference in self-efficacy between students with and without interdisciplinary learning experiences and students; (4) Students’ self-efficacy had shown a positive difference when they perceived an improving in ‘interdisciplinary knowledge integration and implementation’ and ‘ability to interact and collaborate across disciplines”. The findings suggest that interdisciplinary learning experiences and positive perceptions of interdisciplinary ability should focus on the improvement and enhancement of self-efficacy in college and university.