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Article

The Impact of Community Participation in Sustainable Learning Resource Development: A Case of Bangkok, Thailand

by
Penpim Phuangsuwan
1,
Supaprawat Siripipatthanakul
2,3,*,
Sutithep Siripipattanakul
4 and
Parichat Jaipong
3
1
College of Management, University of Phayao, Bangkok 10330, Thailand
2
Faculty of Education, Bangkok Thonburi University, Bangkok 10170, Thailand
3
School of Business Administration, Manipal GlobalNxt University, Kuala Lumpur 50450, Malaysia
4
Faculty of Education, Kasetsart University, Bangkhen Campus, Bangkok 10900, Thailand
*
Author to whom correspondence should be addressed.
Sustainability 2025, 17(10), 4620; https://doi.org/10.3390/su17104620
Submission received: 1 April 2025 / Revised: 11 May 2025 / Accepted: 16 May 2025 / Published: 18 May 2025
(This article belongs to the Special Issue Challenges and Opportunities in Integrating Environmental, Social and Governance Practices with Sustainable Development Goals)
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Abstract

:
This study investigates the impact of community participation in sustainable learning resource development through the mediating effect of awareness in Bangkok, Thailand. The determinants of community participation comprise three levels: top-level participation, middle-level participation, and bottom-level participation. The mediator is awareness, and the outcome is sustainable learning resource development. This study employed convenience sampling, drawing on 478 participants responsible for promoting knowledge and engaging resources. The Statistical Package for the Social Sciences (SPSS) v. 29 was used for descriptive analysis, and ADANCO v. 2.3.2 was used to test the hypotheses. The partial least squares structural equation modeling (PLS-SEM) reveals that bottom-level participation has the most significant influence on sustainable development, followed by middle-level and top-level participation by adopting awareness serving as a mediating factor. The conclusion of this study is to focus on community sustainable learning resource development, particularly through bottom-level participation. A strategic planner should utilize technology to enhance public relations and develop community learning resources, thereby improving sustainable development. Moreover, it is suggested that the community members, schools, and educational institutions hold meetings to find ways to build community sustainable learning resource development that could improve sustainability in social, economic, and environmental settings. The recommendation for further studies should be to conduct qualitative interviews for in-depth insights.

1. Introduction

The Sustainable Development Goals (SDGs), also known as the Global Goals, were established by the United Nations in 2015 as a universal initiative to eradicate poverty, safeguard the planet, and ensure that all individuals experience peace and prosperity by 2030. The 17 Sustainable Development Goals (SDGs) are interconnected, recognizing that actions in one domain impact outcomes in others and that progress must be achieved in harmony with social, economic, and environmental sustainability. Countries have pledged to prioritize advancement for those who are most disadvantaged. The Sustainable Development Goals aim to eradicate poverty, hunger, AIDS, and prejudice towards women and girls. The creativity, expertise, technology, and financial resources of society are essential to attain the Sustainable Development Goals in every context [1,2,3]. Community participation and student empowerment are achieved through a transformative learning experience centered on acquiring managerial soft skills vital for collectively developing and managing activities that significantly advance the Sustainable Development Goals (SDGs). Students are to participate as active community citizens, starting with the university. Students gained an understanding of the Sustainable Development Goals (SDGs) and the complexities of sustainability while also acquiring vital tools to aid in developing projects that support local communities and organizations. Transformative learning can be applied with the Sustainable Development Goals (SDGs). Esteemed as a leading practice in sustainable development by the Italian Network of Universities for Sustainable Development, the case immerses students in a transdisciplinary, innovative, and open learning atmosphere. Thus, schools and educational institutions are crucial for community participation and engagement [4,5]. The Sustainable Development Goals (SDGs) and the 2030 Agenda signify international development initiatives. Community and education can enhance the recognition of their significance and uses [6,7]. Awareness is the perception or knowledge of a subject, and it is frequently equated with consciousness. It is related to community engagement among community members, students, teachers, and education to accomplish sustainable development [8,9]. It inquires how PLS-SEM explains the relationship between community participation, awareness, and sustainable development of learning resources. This study could fill the research gap regarding this relationship in Thailand. Thus, this study examines the mediating effect of awareness on the relationship between community participation (at the top, middle, and bottom levels) and sustainable development in learning resources, with a focus on their sustainability. Thus, this study aims to investigate the implementation of the United Nations’ Sustainable Development Goals (SDGs) as a novel performance framework in learning resource development, focusing on community participation at three levels: top-level, middle-level, and bottom-level participation. The objective is to understand how community participation in learning development contributes to achieving sustainability in Bangkok, Thailand. This study bridges the gap between existing sustainable development research and the novelty of community participation in learning resource development. A strategic planner benefits from technology to enhance community relations and cultivate community teaching resources, thereby advancing sustainable development. Individuals within the community, educational institutions, and schools have convened to explore methods for developing community learning resources by increasing awareness based on a predictive model using PLS-SEM (ADANCO). Sustainability could be improved through learning development, which can enhance the social, economic, and environmental components. The article structure includes the introduction, literature review, methodology, results, discussion, conclusion, and recommendations for further research.

2. Literature Review

2.1. Sustainability Theory and Sustainable Development

Experts have traditionally debated sustainability. Ecological systems, which absorb and recycle anthropogenic waste, were restricted in 1972, posing social, educational, health, and employment issues. Sustainable development was described in 1987 as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. In 2019, it was defined as meeting the demands of current and future generations, based on human, natural, and economic capital, to promote human welfare. Modern civilization recognizes sustainable development as a goal. “Our Common Future”, published in 1987, popularized sustainable development as a key component of international development. Sustainable development was created to change how we think about the planet because anomalies were increasing within and among nations, leading to increased poverty, especially in developing countries, depletion of the ozone layer and global warming, depletion of natural resources and endangerment of some animal and plant species, and pollution of water and air. This explains why development is chosen over expansion. Countries are often thought to grow quantitatively without addressing qualitative factors, such as education, health, and equality. Growth quantitatively increases physical scale, while development qualitatively improves or unfolds potentialities [10,11]. The evolution of sustainable development involves envisioning it and the strategies for achieving it. Sustainable development was initially conceived to prevent ecological calamity from excessive commercial exploitation of resources and environmental degradation. Maintaining a great environment was a key focus. The idea has expanded today to include first-rate economic and social complexity. Practices in many countries demonstrate that rapid financial growth can lead to challenges in achieving social, economic, and environmental sustainability [12,13].
Organizations and communities must integrate sustainability to be relevant in a world threatened by biodiversity loss, climate change, and social inequity. Business schools strive to comprehend the impact of their programs on sustainability and the United Nations’ Sustainable Development Goals (SDGs). The sustainability of organizations, businesses, and communities has been crucial for higher education and research on the Sustainable Development Goals (SDGs) over the past decade [11]. Significant issues have been addressed in management and contemporary studies regarding the incorporation of sustainability and the Sustainable Development Goals (SDGs). Quality of life, education, and sustainability capabilities are essential for future research. The research should focus on global collaboration, multidisciplinary project participation, and integration of SDGs into business and education. To transform business and education, educational leaders must foster cooperation among schools, academic institutions, and key stakeholders, including educators, students, institutional leaders, government organizations, ministries, and industry representatives. Further studies must question existing paradigms. Businesses and educational institutions that educate leaders and contribute to sustainability require such efforts [11,12,13].

2.2. Community Participation, Awareness, and Sustainable Development in Learning Resources

Community engagement and participation are essential for sustainability [4,5]. In many developing countries, inclusive and cohesion-promoting collaborative decision-making is neglected. Against this backdrop, citizens’ views on community engagement and participation in sustainable development are crucial. The participants’ responses are vital for sustainable development, promoting widespread community engagement and participation through resource development, including town hall meetings, community surveys, and participatory budgeting, as a means to achieve sustainable development. It is suggested that security, trust, and responsibility be prioritized to sustain community engagement in development activities [14,15]. Communities and educational institutions (such as schools and universities), play a crucial role in social transformation and development, providing knowledge and skills to address sustainable development concerns. The short-term programs accelerate SDG attainment in higher education institutions. Awareness is the cognition or understanding of a subject, often synonymous with consciousness. It pertains to community interaction among members, students, educators, and the educational system to achieve sustainable growth. Qualitative and quantitative surveys are the techniques to assess contemporary studies. Structured questionnaires are usually used in data collection surveys. The emphasis of SDG in the community for learning resource development is essential [15,16]. Awareness is crucial for sustainability. Research is expanding to foster sustainability awareness and sustainable behavior through community and social networks. Contemporary studies aim to achieve sustainable development by promoting societal and cultural change. People can learn to establish sustainable behavior through the use of community and social networks, become aware of the effects of unsustainable practices and habits in society, and improve sustainability [8,17,18,19].
The creation of learning resources or policies by communities increases the impact of sustainability, making sustainable development more culturally relevant and acceptable. Individuals are equipped with the information, skills, and motivation necessary to continue efforts beyond the resources provided by other sources when they participate [1,19,20,21]. Participatory processes facilitate the development of trust, the formation of networks, and the establishment of standards that encourage cooperation and the long-term efficient management of resources. It is possible to improve sustainability by increasing participation in natural resources that are controlled by communities, such as water and forests, which have greater rates of conservation [22,23,24,25]. Additionally, community participation promotes social improvement through enhanced fairness, inclusion, and a reduction in the marginalization of vulnerable groups. Additionally, community involvement brings about economic improvement through locally tailored livelihood options that are more robust and sustainable [26,27,28,29,30]. Social, environmental, and economic sustainability could be improved by enhancing learning resource development regarding community participation.

2.3. Hypotheses

The relationship between community participation (top-level, middle-level, and bottom-level), awareness, and sustainable development in learning resources could be proposed hypotheses as follows:
H1. 
Top-level participation influences awareness.
Top-level involvement in this study, including budget allocation, is facilitated at the national and provincial levels to develop community learning resources. National and provincial-level experts and supervisors visit to establish community learning resources. Experts from the province/country are trained in using technology to promote and develop community learning resources. National or provincial experts conduct public hearings to gather community. Top-level participation impacts participants’ awareness [8,9,17,18,19]. In this study, the “top-level participation” refers exclusively to governmental actors, policymakers, or NGOs regarding national policies.
H2. 
Middle-level participation influences awareness.
Middle-level participation in this study, including the budget allocated to the district and sub-districts for developing community learning resources, is sufficient. There are experts and administrators at the district and sub-district levels who come to provide knowledge and build community learning resources. The district and sub-district experts conducted a post-training evaluation of its use. District and sub-district level experts provide guidelines for developing community learning resources after holding public hearings or offering training to enhance community development. Middle-level participation impacts participants’ awareness [4,5,17,18,19]. In this study, middle-level participation refers to community participation at the district and sub-district levels.
H3. 
Bottom-level participation influences awareness.
Bottom-level participation in this study, including community representatives or organizations, has been established to develop community learning resources. Technology promotes public relations and develops community learning resources. Community members, schools, and educational institutions have held meetings to create community learning resources. Bottom-level participation impacts participants’ awareness [6,7,17,18,19].
In this study, bottom-level participation refers to the involvement of community members.
H4. 
Awareness influences sustainable development.
Awareness is the perception or understanding of a subject, often synonymous with consciousness. It pertains to community interaction among members, students, educators, and the educational system to achieve sustainable growth. Awareness impacts participants’ perceptions of the sustainable development of learning resources in communities [17,18,19,20,21]. In this study, awareness refers to the consciousness among governmental actors, distinct and sub-distinct experts, community members, and other participants, based on their perceptions of sustainable development of learning resources to achieve sustainability.
This study examines the impact of community participation at the top, middle, and bottom levels on sustainable development, with a focus on the mediating role of awareness. The study’s results suggest that sustainability can be achieved by increasing awareness among policymakers, experts, and community members. Based on the conceptual model of community participation, which encompasses all levels of the community, from top-level decision-makers to bottom (grassroots) levels, practical contributions can be more comprehensive for sustainable development. The conceptual framework is shown in Figure 1.

3. Materials and Methods

3.1. Data Collection

The pre-testing of 100 questionnaire copies was distributed via an online survey using Google Forms to assess the reliability of the questionnaire, as Cronbach’s alpha was over 0.8, following the studies of Kok [31], Lim [32], and Phuangsuwan et al. [33]. The printed questionnaire has been distributed to ensure that the data are collected from several areas in Bangkok, Thailand. The survey was designed to employ closed-ended questionnaires using Likert’s Rating Scale. Five variables in this study were evaluated using a five-point Likert scale, where 5 indicated strongly agree and 1 indicated strongly disagree. The demographic profile was based on the studies of Limna et al. [34], and Chaiprakarn [35]. The factors influencing community engagement can be categorized into upper-level, middle-level, and lower-level participation, as outlined in studies by [4,6,7,9]. Awareness serves as the mediator, facilitating sustainable development based on [18,19]. This study employed convenience sampling. Three experts have validated the questionnaire items for content validity. It is recommended that data be collected for a minimum of 385 individuals for an indefinite population [32,33]. The data were collected between 5 January and 20 February 2025. The study was set in Bangkok, Thailand. The respondents were classified into three categories: those responsible for knowledge encouragement and those accountable for resource encouragement.
The screening questions were used to ensure the questionnaires were distributed to respondents who were community participants in learning resource development for 50 cities in Bangkok, Thailand, but not outside Bangkok. The sample of 478 participants contributed to determining who is responsible for knowledge engagement, resource engagement, and other relevant factors. Based on the study of Phuangsuwan et al. [33], the minimum sample size required is over 385. Only participants who answered all questions were included in the analysis.

3.2. Data Analysis

SPSS version 29 was used for descriptive analysis, while ADANCO version 2.3.2 was utilized to test the hypotheses. Descriptive analysis was used to test frequency, percentage, mean, and standard deviation. Inferential statistics, PLS-SEM, was used to test the theories in this study. Acceptable values are recommended by Kok [31] and Lim [32] as follows: SRMR < 0.08, Factor Loading > 0.6, Cronbach’s alpha > 0.8, and AVE > 0.5.

4. Results and Discussions

Table 1 shows most respondents were female (56.5%), over 41 years old (73.9%), and held a bachelor’s degree or a master’s degree (70.3%). They were also responsible for knowledge and resource encouragement and had an income of more than 40,000 Thai Baht (50.6%).
Table 2, Table 3, Table 4, Table 5 and Table 6; The average variance extracted (AVE) is above 0.5, factor loadings are over 0.6, and Cronbach’s alphas are above 0.8, indicating that all values are acceptable based on the study of Kok [31], Lim [32], Phuangsuwan et al. [33].
Table 2 shows that respondents perceive the budgets allocated from national and provincial levels to develop community learning resources as having the highest rate of top-level participation (Mean = 4.43, SD = 0.971).
Table 3 shows that respondents perceived that the district and sub-district experts conducted a post-training evaluation on using technology to promote and develop community learning resources, with the highest rate for middle-level participation (Mean = 3.83, SD = 1.088).
Table 4 shows respondents perceived that community members, schools, and educational institutions have held meetings to develop community learning resources at the highest rate for middle-level participation (Mean = 4.13, SD = 0.943).
Table 5 shows schools and educational institutions perceived the importance of developing community learning resources as the most awareness among respondents (Mean = 4.20, SD = 0.912).
Table 6 shows that schools and educational institutions are crucial in developing community learning resources for sustainable development among respondents, with the highest mean (Mean = 4.23, SD = 0.898).
Table 7 shows that the coefficient of determination to predict awareness is 0.7750 (Adjusted R2 is 0.7736).
The coefficient of determination to predict sustainable development is 0.8684 (Adjusted R2 is 0.8681).
Table 8 shows that the Discriminant Validity: Fornell–Larcker Criterion of all the subscales is lower than 0.85, which is indicative of good discriminant validity [36,37].
Table 9 shows the effect overview, including Beta, Indirect Effect, Total Effect, and Cohen’s f2.
Table 10 shows Effect, Original Coefficient, Standard Bootstrap Results, and Percentile Bootstrap Quantiles.
Figure 2 shows the PLS-SEM Model (ADANCO), which SRMR is 0.0377.
Previous studies [1,3,10,12] support the findings of this study. The 17 Sustainable Development Goals (SDGs) and sustainability are closely linked, as actions in one area can impact others, and progress must strike a balance among social, economic, and environmental sustainability. This study focuses on the development of community learning resources that promote social and ecological sustainability, with the potential also to impact economic sustainability. This result supports the studies [2,4,5,11,13,14,15,30] that community engagement and participation have a significant influence on sustainable development goals, particularly in terms of social responsibility. It also supports the studies [7,8,9,21] about awareness of sustainable development.
Thus, it could be discussed as follows:
Awareness is a significant mediator between community participation in learning resource development at three levels (top, middle, and bottom) and sustainable development, accounting for approximately 77.5% of the variance (R-square = 0.775). Sustainable development is the outcome of community participation in learning resource development at three levels (top, middle, and bottom levels) through awareness, which serves as a mediator, accounting for approximately 86.8% of the variance (R-square = 0.868). The SRMR is 0.0377, which is less than 0.08, indicating a low false positive rate in the relationship explanation for this PLS-SEM.

4.1. The Influence of Top-Level Participation on Awareness

Top-level participation did not significantly influence awareness (β = −0.109, p > 0.05). Thus, H1 was rejected. Top-level participation could enhance sustainability in learning resource development by increasing budgets allocated from national and provincial levels for community learning resources.

4.2. The Influence of Middle-Level Participation on Awareness

Middle-level participation significantly influences awareness (β = 0.223, p < 0.01 **). Thus, H2 was accepted. Middle-level participation could enhance sustainability in learning resource development by the district and sub-district experts who do post-training evaluations on using technology to promote and develop community learning resources.

4.3. The Influence of Bottom-Level Participation on Awareness

Bottom-level participation significantly influences awareness (β = 0.757, p < 0.001 ***). Thus, H3 was accepted. Bottom-level participation can enhance sustainability in learning resource development among community members, including those in schools and educational institutions, by facilitating meetings to develop community learning resources.

4.4. The Influence of Awareness on Sustainable Development

Awareness significantly mediates community participation at three levels and the sustainable development of learning resources (β = 0.932, p < 0.001 ***). Thus, H3 was accepted. Awareness can be measured by engaging community members, schools, and educational institutions to understand the importance of developing community learning resources. Also, sustainable development could be measured by engaging community members, schools, and educational institutions, which play a crucial role in developing community learning resources.
This paper employs the PLS-SEM method to investigate the mechanism of community participation in learning resource development in Bangkok, Thailand, aiming to achieve sustainable development goals. The results indicate that bottom-level involvement has the most significant impact on promoting sustainable development, followed by middle-level and top-level participation. Awareness plays a mediating role in the relationship between community participation and sustainable development. The research advocates focusing the community development strategy on grassroots participation. It suggests that strategic planners strengthen the development of public relations and learning resources through technological means, while also promoting collaboration among multiple entities to construct community resources. This discovery provides empirical evidence for the localization practice of sustainable development in learning resources based on community participation (top, middle, and bottom levels), which impacts social, environmental, and economic sustainability in learning resource development.

5. Conclusions

Community-based environmental and development techniques have become popular. Following the UN Conference on Environment and Development (UNCED), a global consensus emerged that sustainable development should be based on local-level solutions derived from community initiatives. This complements existing critiques, offering comments on community-based sustainable development. It does so by challenging the assumptions of community-based sustainable development about communities’ stable, universally valued ‘environments’ and the potential for sustainable development within these communities. It emphasizes community development to achieve sustainable development at all levels, from the top down. The most significant predictor of the sustainable development of learning resources is based on bottom-level participation, followed by middle-level and top-level involvement, respectively. A strategic planner should leverage technology to enhance public relations and develop community learning tools, advancing sustainable development. Meanwhile, district and sub-district experts conduct training evaluations on using technology to promote and build community learning resources, as well as to enhance budgets allocated from the national and provincial levels for the development of community learning resources. Furthermore, individuals within the community, educational institutions, and schools have convened to explore methods for developing community learning resources. It is recommended that additional studies conduct qualitative interviews to obtain in-depth insights for further studies. Top-, middle-, and bottom-level participation impact sustainable development through the mediating role of awareness. Bottom-level participation is the most significant factor, followed by participation at the middle and top levels. This study confirms that sustainability could be achieved by increasing awareness among community participants. Practical contributions can be more comprehensive for sustainable development; community participation must encompass all levels of society, from top decision-makers to the grassroots level. Government, policymakers, and international agencies participate at the highest level in developing policies, allocating resources, establishing regulations, and building strategic visions (e.g., national SDG strategies). This has an impact on sustainability that can prioritize equity, economic balance, and environmental conservation by raising awareness worldwide through campaigns, laws, and education reforms. Top-down judgments and enhanced awareness, such as those from national media, school curricula, and public initiatives, can also raise awareness. Middle-level participation, including NGOs, educators, local institutions, and municipal authorities, facilitates training, organizes local projects, and translates high-level goals into community-based actions. The example of the impact on sustainability includes facilitating SDG projects, such as waste segregation, water conservation, and inclusive education. It needs to foster collaboration and resource mobilization. Challenges related to funding and policies can limit progress at the bottom level; however, community participation can enhance local awareness by adapting communications to the community’s culture and surroundings. Encourage habit change through workshops, community radio, or advocacy by engaging individuals at the grassroots level, including communities, households, and individuals. Participate in sustainable practices, including the use of renewable energy, water conservation, waste reduction, and promoting social equality. Local cooperation is a prime example of the impact on sustainability, which is essential for effective sustainable policy implementation, as it provides local expertise and innovation. Its challenges may be a lack of information and resources. Awareness could be improved by increasing life experiences, peer influence, community narrative, and promoting practical awareness. Awareness encourages volunteering, cooperative membership, and local change. Top-level participation can facilitate a deeper understanding of environmental, economic, and social issues and garner national support. The middle and bottom levels localize awareness, connect stakeholders, and enhance capacity growth. Applying knowledge by improving learning resource development based on awareness building and mobilization of social, economic, and environmental factors on a daily basis may lead to societal pressure for change in sustainability.
Scalability challenges sustainability by implementing locally generated services at regional or national levels, which can be limited in effectiveness due to the distinct community requirements and settings. A participatory agricultural training module established with one rural community may not work for others with differing farming techniques or ecological conditions. Adaptable frameworks that strike a balance between local customization and generalizability are needed. Cultural specificity poses a challenge to the sustainability of learning materials, particularly those incorporating local values, symbols, or languages, which may not resonate or be misinterpreted when transferred to different cultures. Storytelling can be an effective tool for promoting environmental stewardship in specific contexts, but not in others. Maintaining cultural appropriateness while guaranteeing inclusivity and applicability is crucial. Equity challenge sustainability by resource development may perpetuate inequities by favoring dominant voices or tech-savvy participants without conscious design. Digital tools may exclude elderly or low-income communities that lack access to gadgets or connectivity. Implication: Sustainable development necessitates inclusive design that takes into account gender, age, socioeconomic status, and ability. Resource constraints challenge sustainability in low-resource contexts, creating, updating, and maintaining high-quality learning resources requires finance, expertise, and time. Resource quality and relevance decline without sustainable funding methods or local capacity-building. Long-term engagement poses challenges to sustainability because participation typically decreases after the initial deployment. Communities can be challenging to involve in iterative development. Sustainability demands continuing ownership and governance, not one-time engagement. Policy alignment and institutional support pose challenges to sustainability because local resources may not align with national curricula or educational policies. Such resources may be modest or unsupported without institutional support. To establish sustainable learning resources, it is crucial to strike a balance between local relevance and broader applicability, address power inequalities in participation, and ensure long-term institutional and community engagement. These obstacles impact the effectiveness of educational activities in supporting the SDGs across various situations.

6. Future Research

It is suggested that further studies involve the community in developing educational resources. Using digital tools can make it feasible for communities to engage in collaborative information sharing, which can be beneficial in promoting environmentally friendly habits. Platforms for learning driven by communities and powered by artificial intelligence can be utilized to tailor instruction on sustainability, catering to the needs of surrounding communities and leveraging technology for knowledge engagement. Also, resource engagement helps community development. Innovative learning platforms primarily focus on implementing educational hubs enabled by the Internet of Things (IoT) for community-based sustainability education.
The study offers a valuable exploration of the impact of multi-level community participation on sustainable learning resource development in Bangkok, Thailand, with a robust focus on awareness as a mediator. The emphasis on bottom-up participation aligns well with SDG principles, and the PLS-SEM analysis strengthens the empirical foundation.
This research examines the mediating role of awareness in the relationship between three levels of community participation and sustainable development. Still, it does not focus on the direct effect of community participation on sustainable development in the PLS-SEM (Figure 2). Thus, these relationships are recommended for further studies. Convenience sampling introduces selection bias, limiting generalizability. Therefore, probability sampling is recommended for further studies. Furthermore, a mixed-methods approach is also suggested for future studies that could have enriched the quantitative and qualitative findings.

Author Contributions

Conceptualization, P.P., S.S. (Supaprawat Siripipatthanakul), S.S. (Sutithep Siripipattanakul) and P.J.; methodology, P.P., S.S. (Supaprawat Siripipatthanakul), S.S. (Sutithep Siripipattanakul) and P.J.; software, P.P., S.S. (Supaprawat Siripipatthanakul), S.S. (Sutithep Siripipattanakul) and P.J.; validation, P.P., S.S. (Supaprawat Siripipatthanakul), S.S. (Sutithep Siripipattanakul) and P.J.; formal analysis, P.P., S.S. (Supaprawat Siripipatthanakul), S.S. (Sutithep Siripipattanakul) and P.J.; investigation, P.P., S.S. (Supaprawat Siripipatthanakul), S.S. (Sutithep Siripipattanakul) and P.J.; resources, P.P., S.S. (Supaprawat Siripipatthanakul), S.S. (Sutithep Siripipattanakul) and P.J.; data curation, P.P., S.S. (Supaprawat Siripipatthanakul), S.S. (Sutithep Siripipattanakul) and P.J.; writing—original draft preparation, P.P., S.S. (Supaprawat Siripipatthanakul), S.S. (Sutithep Siripipattanakul) and P.J.; writing—review and editing, P.P., S.S. (Supaprawat Siripipatthanakul), S.S. (Sutithep Siripipattanakul) and P.J.; visualization, P.P., S.S. (Supaprawat Siripipatthanakul), S.S. (Sutithep Siripipattanakul) and P.J.; supervision, S.S. (Supaprawat Siripipatthanakul) and S.S. (Sutithep Siripipattanakul); project administration, S.S. (Supaprawat Siripipatthanakul), S.S. (Sutithep Siripipattanakul); funding acquisition, P.P., S.S. (Supaprawat Siripipatthanakul), S.S. (Sutithep Siripipattanakul) and P.J. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

Ethical review and approval were waived for this study due to the researchers employed a questionnaire-based study, collecting information from participants who responded to the study link via the online survey platform and printed version. Before participating, respondents were informed of the research objective and that all data would be analyzed solely for the purpose of this study. This study is non-medical and does not involve patients; all respondents were 18 years of age or older. If participants did not answer all questions or declined to answer, the data would not be collected for analysis. The data are not presented individually. Moreover, three experts in education, management, and social sciences approved the questionnaire items for their content validity and to ensure the avoidance of any ethical issues. Verbal consent was obtained rather than written. The research objective required participants to consent to the use of their data for the study, and the analyzed data will be used for publication in the overall analysis, without disclosing any specific personal information. According to the announcement of the Thailand Science Research and Innovation (TSRI) on 26 March 2024 (อว 6309 FB 6.1/1/2564) (Figure A1 and Figure A2 in the Appendix A); research on humans in the behavioral sciences, social sciences, and humanities should be conducted following the guidelines as follows (consensus on 18 March 2024). Guidance No. 3(3): Human research projects in the behavioral sciences, social sciences, and humanities that do not require approval from the Human Research Ethics Committee of the Institute include a research project that designs questionnaires, interviews, or observations of the research subject that do not affect or have an effect on the body, mind, cells, cell components, genetic material or tissue, secretions, health, or behavior and do not directly or indirectly identify the individual. Thus, this research did not provide for approval from an ethics committee.

Informed Consent Statement

Verbal informed consent was obtained from all subjects involved in the study.

Data Availability Statement

The ADANCO reported results can be found on https://drive.google.com/file/d/1xgPRKz1NK2jqbcSISsHbnneVFeSIc3NQ/view?usp=drive_link (accessed on 14 May 2025).

Acknowledgments

The researchers thank their universities for encouraging faculty members to publish papers in reputable journals regarding the university’s tasks, such as those indexed in Scopus, including Sustainability (Scopus, WOS, and SJR Q1). Also, thank you all participants in this study.

Conflicts of Interest

The authors declare no conflicts of interest.

Abbreviations

The following abbreviations are used in this manuscript:
SDGsSustainable development goals
SPSSStatistical Package for the Social Sciences
SRMRStandardized Root Mean Squared Residual
PLS-SEMPartial least squares structural equation modeling
WOSWeb of Science
SJRScimago Journal and Country Rank
ADANCOAdvanced Analysis of Composites

Appendix A

Sustainability 17 04620 g0a1
Figure A1. The announcement of the Thailand Science Research and Innovation (TSRI) on 26 March 2024 (อว 6309 FB 6.1/1/2564).
Figure A1. The announcement of the Thailand Science Research and Innovation (TSRI) on 26 March 2024 (อว 6309 FB 6.1/1/2564).
Sustainability 17 04620 g0a1
Sustainability 17 04620 g0a2
Figure A2. The guidance on human research in the behavioral sciences, social sciences, and humanities (TSRI).
Figure A2. The guidance on human research in the behavioral sciences, social sciences, and humanities (TSRI).
Sustainability 17 04620 g0a2
Note: This announcement is available only in the Thai version (not in English).
The details in Figure A1 and Figure A2 show the announcement of the Thailand Science Research and Innovation (TSRI) on 26 March 2024 (อว 6309 FB 6.1/1/2564). The announcement stated that research on humans in the behavioral sciences, social sciences, and humanities should be conducted by the following guidelines, as agreed upon on March 18, 2024. Guidance No. 3(3): Human research projects in the behavioral sciences, social sciences, and humanities that do not require approval from the Human Research Ethics Committee of the Institute include a research project that designs questionnaires, interviews, or observations of the research subject that do not affect or have an effect on the body, mind, cells, cell components, genetic material or tissue, secretions, health, or behavior and do not directly or indirectly identify the individual.

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Sustainability 17 04620 g001
Figure 1. Conceptual framework.
Figure 1. Conceptual framework.
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Sustainability 17 04620 g002
Figure 2. PLS-SEM Model (SRMR = 0.0377). ** Significant level at p < 0.01 and *** Significant level at p < 0.001.
Figure 2. PLS-SEM Model (SRMR = 0.0377). ** Significant level at p < 0.01 and *** Significant level at p < 0.001.
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Table 1. Respondents’ demographic profiles (n = 478).
Table 1. Respondents’ demographic profiles (n = 478).
DemographicsFrequencyPercentage
Gender
Male20843.5
Female27056.5
Age
18–25 years old102.1
26–30 years old122.5
31–35 years old377.7
36–40 years old6613.8
41–45 years old11524.1
46 years old or over23849.8
Education
Below Bachelor’s Degree367.5
Bachelor’s Degree15131.6
Master’s Degree18538.7
Doctorate or Higher10622.2
Role
Knowledge Encouragement22346.7
Resource Encouragement25553.3
Income
<20,000 THB5912.3
20,001–30,000 THB9419.7
30,001–40,000 THB8317.4
40,001–50,000 THB8918.6
>50,001 THB15332.0
Table 2. Top-level participation (TLP).
Table 2. Top-level participation (TLP).
ItemsFactor
Loadings		Cronbach’s
Alpha		AVE
TLP1: Budgets are allocated from the national and provincial levels
to develop community learning resources.
(Mean = 4.43, SD = 0.971)		 0.92630.7589
0.8192
TLP2: Experts and supervisors from national and provincial
levels visit to develop community learning resources.
(Mean = 4.15, SD = 1.012)
0.8874
TLP3: Experts from the province/country are trained in using
technology to promote and develop community learning resources.
(Mean = 4.18, SD = 1.036)
0.8972
TLP4: National or provincial experts conduct public hearings
to gather community opinions and develop community learning
resources.
(Mean = 4.02, SD = 1.088)
0.8787
Table 3. Middle-level participation (MLP).
Table 3. Middle-level participation (MLP).
ItemsFactor
Loadings		Cronbach’s
Alpha		AVE
MLP1: The budget allocated to the district and sub-districts for
developing community learning resources is sufficient.
(Mean = 3.40, SD = 1.238)		 0.91650.7361
0.6721
MLP2: There are experts and administrators at the district and sub-district levels who come to provide knowledge and develop community learning resources.
(Mean = 3.78, SD = 1.085)
0.8508
MLP3: The district and sub-district experts conducted a post-training evaluation on using technology to promote and develop community learning resources.
(Mean = 3.83, SD = 1.088)
0.9597
MLP4: District and sub-district level experts provide guidelines for developing community learning resources after holding public hearings or offering training to enhance community development.
(Mean = 3.81, SD = 1.054)
0.9209
Table 4. Bottom-level participation (BLP).
Table 4. Bottom-level participation (BLP).
ItemsFactor
Loadings		Cronbach’s
Alpha		AVE
BTL2: Community representatives or organizations have been
established to develop community learning resources.
(Mean = 4.05, SD = 0.919)		 0.88720.7241
0.8228
BTL3: Technology promotes public relations and develops community learning resources.
(Mean = 4.11, SD = 0.938)
0.8340
BTL4: Community members, schools, and educational institutions have held meetings to develop community learning resources.
(Mean = 4.13, SD = 0.943)
0.8943
Table 5. Awareness (AW).
Table 5. Awareness (AW).
ItemsFactor
Loadings		Cronbach’s
Alpha		AVE
AW1: Community members perceived the importance of developing
community learning resources.
(Mean = 4.12, SD = 0.953)		 0.90250.7554
0.8444
AW2: Schools and educational institutions perceived the importance of developing community learning resources.
(Mean = 4.20, SD = 0.912)
0.8514
AW3: Provincial, district, and sub-district executives perceived the importance of developing community learning resources.
(Mean = 4.05, SD = 0.952)
0.9102
Table 6. Sustainable development (SD).
Table 6. Sustainable development (SD).
ItemsFactor
Loadings		Cronbach’s
Alpha		AVE
SD1: Community members help develop community learning
resources.
(Mean = 4.21, SD = 0.924)		 0.94000.8394
0.9222
SD2: Schools and educational institutions are crucial in developing community learning resources.
(Mean = 4.23, SD = 0.898)
0.9170
SD3: Provincial, district, and sub-district executives help develop community learning resources.
(Mean = 4.12, SD = 0.996)
0.9093
Table 7. R-Squared.
Table 7. R-Squared.
ConstructCoefficient of Determination (R2)Adjusted R2
AW0.77500.7736
SD0.86840.8681
Table 8. Discriminant validity: Fornell–Larcker Criterion.
Table 8. Discriminant validity: Fornell–Larcker Criterion.
ConstructTLPMLPBTLAW SD
TLP0.7589
MLP0.40600.7361
BTL0.42590.68470.7241
AW0.27740.60810.75720.7554
SD0.35520.52740.72620.8084 0.8394
Table 9. Effect overview.
Table 9. Effect overview.
EffectBetaIndirect EffectTotal EffectCohen’s f2
TLP → AW−0.1094 −0.10940.029
TLP → SD −0.102−0.102
MLP → AW0.2233 0.22330.0662
MLP → SD 0.2080.208
BTL → AW0.7568 0.75680.7355
BTL → SD 0.70530.7053
AW→ SD0.9319 0.93196.6001
Table 10. Total effects inference.
Table 10. Total effects inference.
EffectOriginal CoefficientStandard Bootstrap ResultsPercentile Bootstrap Quantiles
Mean ValueStandard ErrorT-Valuep-Valuep-Value0.5%2.5%97.5%99.5%
(2-Sided)(1-Sided)
TLP → AW−0.1094−0.11320.0564−1.93940.05270.0264−0.252−0.220.00360.056
TLP → SD−0.102−0.10540.0524−1.9480.05170.0258−0.231−0.2060.00340.0526
MLP → AW0.22330.22520.07393.01930.00260.00130.03940.090.37120.4355
MLP → SD0.2080.210.06933.00340.00270.00140.03770.08450.3510.4069
BTL → AW0.75680.75820.08498.91640.00000.00000.52150.58640.91690.9882
BTL → SD0.70530.70690.07938.88920.00000.00000.48620.54570.86090.9049
AW→ SD0.93190.93250.01754.78760.00000.00000.8830.89690.96470.9727
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MDPI and ACS Style

Phuangsuwan, P.; Siripipatthanakul, S.; Siripipattanakul, S.; Jaipong, P. The Impact of Community Participation in Sustainable Learning Resource Development: A Case of Bangkok, Thailand. Sustainability 2025, 17, 4620. https://doi.org/10.3390/su17104620

AMA Style

Phuangsuwan P, Siripipatthanakul S, Siripipattanakul S, Jaipong P. The Impact of Community Participation in Sustainable Learning Resource Development: A Case of Bangkok, Thailand. Sustainability. 2025; 17(10):4620. https://doi.org/10.3390/su17104620

Chicago/Turabian Style

Phuangsuwan, Penpim, Supaprawat Siripipatthanakul, Sutithep Siripipattanakul, and Parichat Jaipong. 2025. "The Impact of Community Participation in Sustainable Learning Resource Development: A Case of Bangkok, Thailand" Sustainability 17, no. 10: 4620. https://doi.org/10.3390/su17104620

APA Style

Phuangsuwan, P., Siripipatthanakul, S., Siripipattanakul, S., & Jaipong, P. (2025). The Impact of Community Participation in Sustainable Learning Resource Development: A Case of Bangkok, Thailand. Sustainability, 17(10), 4620. https://doi.org/10.3390/su17104620

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