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All Journal ASEAN Journal of Educational Research and Technology
Chi Cheng Wu
Kun Shan University
Education Social Sciences Other

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Lesson Study and School as a Learning Community to Support Sustainable Development Goals (SDGs): Definition, Literature Review, and Bibliometric Mapping Jiraporn Chano; Bovornpot Choompunuch; Chi Cheng Wu
ASEAN Journal of Educational Research and Technology Vol 6, No 1 (2027): AJERT: VOLUME 6, ISSUE 1, March 2027
Publisher : Bumi Publikasi Nusantara

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Abstract

This study reviews the development of research on lesson study and school as a learning community and positions bibliometric mapping as supporting evidence for understanding research trends. The review focuses on lesson study, school as a learning community, learning design, authentic learning, reflection, and embodied learning as interconnected concepts for improving teaching quality and collaborative professional learning. A literature review supported by bibliometric analysis was conducted using documents retrieved from Google Scholar through Publish or Perish and visualized using VOSviewer. Research in this field connects teacher collaboration, reflective practice, curriculum design, professional development, and student-centered learning. Bibliometric results show publication trends, document types, highly cited works, and keyword clusters. The study contributes a conceptual synthesis for strengthening school-based professional learning and SDGs-oriented educational transformation.
Science Teachers’ Learning Management Competency through Professional Learning Communities to Promote Scientific Creativity and Sustainable Development Goals (SDGs) Supattra Unyaphatariyakool; Chowwalit Chookhampaeng; Jiraporn Chano; Chi Cheng Wu
ASEAN Journal of Educational Research and Technology Vol 6, No 2 (2027): AJERT: VOLUME 6, ISSUE 2, September 2027
Publisher : Bumi Publikasi Nusantara

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This study examined guidelines and needs for developing science teachers’ learning management competency through a professional learning community approach to promote secondary students’ scientific creativity and support Sustainable Development Goals (SDGs). Data were collected from experts and science teachers using interviews and a questionnaire. Qualitative data were analyzed inductively, whereas quantitative data were summarized using means and standard deviations. The findings showed that the proposed training curriculum should integrate curriculum objectives, content, active learning, collaborative lesson development, authentic assessment, and reflection. Teachers reported a high development need, particularly for internet-based information searching, technology-supported instructional media, and varied teaching techniques. These findings guide sustainable teacher professional development and quality science education.
Co-Authors Bovornpot Choompunuch Chowwalit Chookhampaeng Jiraporn Chano Supattra Unyaphatariyakool