A MODEL FOR DEVELOPING THE POTENTIAL OF INTERNATIONAL LEARNERS BASED ON INTEGRATIVE BUDDHIST LEARNING PSYCHOLOGY
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Abstract
This research aims to: 1) study the body of knowledge and processes for developing the potential of international learners based on integrative Buddhist learning psychology; 2) develop a model for such potential development; and 3) evaluate the effectiveness of the developed model. The study employed Research and Development (R&D) methodology with a Sequential Exploratory Mixed Methods design conducted in three phases: Phase 1-basic data study and preliminary model development through document analysis and in-depth interviews with 25 purposively selected key informants in three groups (5 Buddhist psychology experts, 5 international education experts, and 15 international learners); Phase 2-implementation and evaluation with 60 international learners (30 experimental, 30 control) matched by sex, nationality, and educational level; and Phase 3-refinement and finalization. The study was approved by the Research Ethics Committee of Mahachulalongkornrajavidyalaya University. Qualitative data were analyzed through content analysis, while quantitative data were analyzed using descriptive statistics, paired-samples t-test, independent-samples t-test, one-way ANOVA, and Cohen's d effect size.
The findings revealed that:
The developed model, named the BPIL Model (Buddhist Psychology-Based Integrative Learning Model), consists of five components: principles, objectives, content, six-step learning process, and evaluation. The model integrates six core Buddhist principles-the Threefold Training (Sikkha), the Four Foundations of Mindfulness (Satipatthana), Yonisomanasikara, the Four Iddhipadas, the Four Brahmaviharas, and the Seven Qualities of a Good Friend (Kalyanamitta-dhamma)-with five contemporary learning theories. The effectiveness evaluation showed that the experimental group's posttest scores were significantly higher than their pretest scores and significantly higher than those of the control group at the .01 level across all four dimensions (intellectual, emotional-mental, social-cultural, and moral-spiritual). Cohen's d effect sizes ranged from 1.93 to 2.50, all classified as large. Experts rated the model's appropriateness at the highest level (=4.68), and learners reported the highest satisfaction (
=4.52). Moreover, no significant differences in potential scores were found among learners of six nationalities (F=0.24, p=.941), which preliminarily suggests the universality of the model, although this finding should be interpreted within the limitation of the small sample size.
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