Journal of Buddhistic Sociology

LEARNING MANAGEMENT BASED ON YONISOMANASIKARA APPROACH TO DEVELOP ANALYTICAL THINKING SKILLS IN HISTORY SUBJECT FOR MATHAYOMSUKSA 1 STUDENTS AT WAT SUTTHAJINDA SCHOOL

2025-11-04T15:19:18+07:00

This research aimed to: 1) investigate the effectiveness of a learning management plan based on the Yonisomanasikara concept for developing analytical thinking skills in History subject for Mathayomsuksa 1 students at Wat Sutthajinda School; 2) compare analytical thinking skills before and after receiving instruction using the Yonisomanasikara concept; and 3) study the satisfaction with the learning management based on the Yonisomanasikara concept. This research employed an experimental design. The sample group consisted of 20 Mathayomsuksa 1 students from one classroom at Wat Sutthajinda School, selected through cluster random sampling. The research instruments included 1) a learning management plan, 2) a pre-test and post-test to measure analytical thinking skills, and 3) a satisfaction questionnaire. The statistical analyses used were mean, standard deviation, Index of Item-Objective Congruence (IOC), and dependent samples t-test.

The research findings revealed that:

The effectiveness of the learning management plan based on the Yonisomanasikara concept for developing analytical thinking skills in History for Mathayomsuksa 1 students at Wat Sutthajinda School showed an efficiency index (=88.33) and an effectiveness index (=84.33).
The comparison of analytical thinking skills scores before and after the intervention indicated that the post-test scores were significantly higher than the pre-test scores at the .05 statistical significance level.
The overall satisfaction score with the learning management based on the Yonisomanasikara concept for developing analytical thinking skills in History for Mathayomsuksa 1 students at Wat Sutthajinda School was at a high level.

DEVELOPING THE POTENTIAL OF EARLY CHILDHOOD TEACHERS IN ACTIVITY MANAMENT TO PROMOTE PHYSICAL HEALTH AT THE EARLY CHILDHOOD LEVEL IN THE NEXT LIFE ERA UNDER THE LOCAL ADMINISTRATIVE ORGANIZATION OF CHACHOENGSAO PROVINCE

2026-01-13T09:40:49+07:00

This research aims to 1) development the potential of early childhood teachers in organizing activities to promote early childhood physical health in the next lifestyle era and 2) to find out the effectiveness of the format for organizing activities to promote early childhood physical health of early childhood teachers in the next lifestyle era under the local administrative organization in Chachoengsao Province. The research method is divided into 3 steps: (1) developing a set of activities to promote physical health, (2) examining the development model for organizing activities, and (3) evaluating the sample group: Early childhood teachers who teach in educational institutions and child development centers under the local administrative organization of Chachoengsao Province, 4 centers, totaling 15 people. The research tools were a set of activities to promote physical health of early childhood children. and teacher competency assessment form in organizing physical health activities for early childhood children. Statistics used in the research include mean ( ), standard deviation (S.D.), value test (t-test), and efficiency determination (E1/E2).

The research results found that:

A set of activities to promote the physical health of early childhood children Equally effective 85.20/90.10 according to the criteria for creating and developing tools
Scores of the results of using activity sets to promote physical health to promote the physical health of early childhood teachers by early childhood teachers before the test had a mean of 5.33 and after the test had a mean of 7.00.
Score comparison Results of using activity sets to promote physical health in early childhood children. It was found that the post-test score was significantly higher than the pre-test score at the .05 level.

ACADEMIC ADMINSITRATION TOWARDS EXCELLENCY BASED ON IDDHIPADA IV OF BUDDHALEELABANGKHAN EDUCATIONAL NETWORK CENTER 9 UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

2026-02-24T12:53:37+07:00

This article aimed to: 1) examine the current conditions of academic administration toward excellence; 2) explore guidelines for academic administration toward excellence based on the principles of the Four Bases of Success Iddhipada IV; and 3) propose and evaluate these guidelines in the Educational Network Center 9, Phutthaleela Bangkhan, under the Nakhon Si Thammarat Primary Educational Service Area Office 2. This study employed a qualitative research approach. Data were collected from 15 key informants, including school administrators, teachers, and educational personnel. Additionally, interviews were conducted with five experts in educational administration, and a focus group discussion was organized with seven qualified scholars. The research instruments included in-depth interview forms and focus group discussion guidelines. Data were analyzed using content analysis through data categorization, synthesis of key themes, and verification of data credibility.

The findings revealed that:

Academic administration plays a crucial role in improving educational quality and students’ learning achievement. However, many educational institutions still face challenges as students’ academic achievement tends to be lower than the national average. The proposed guidelines for academic administration toward excellence consist of four key components: learning management, participation of parents and communities, academic leadership, and student quality. These components are integrated with the principles of Iddhipada IV: Chanda, Viriya, Citta, and Vimamsa. The evaluation results by experts indicated that the guidelines were appropriate, feasible, and beneficial for practical implementation. The application of these guidelines can enhance the effectiveness of academic administration and sustainably improve student quality.

THE GUIDELINES FOR STUDENT AFFAIRS MANAGEMENT IN DIGITAL ERA BASED ON IDDHIPADA IV OF SANGWANWIT 7 SCHOOL UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

2026-01-13T09:47:21+07:00

The objectives of this research article are to: 1) study the current state of student affairs management in the digital era; 2) explore guidelines for student affairs management in the digital era based on the Iddhipada IV principle; and
3) present and evaluate these proposed guidelines. This study employed a qualitative research methodology. Data were collected through in-depth interviews with key informants, comprising 15 stakeholders and 5 student affairs management experts, along with a focus group discussion involving 7 qualified experts. Data analysis was conducted utilizing analytic induction and focus group evaluation forms.

The findings revealed that:

The state of student affairs management: A systematic approach in the digital era significantly enhances the speed and accuracy of student care. Furthermore, it is imperative to develop personnel skills and digital infrastructure to elevate management quality. The student affairs management guidelines consist of four operational steps: planning, implementation, monitoring and evaluation, and improvement.
The guidelines based on the Iddhipada IV principle: The integration of Chanda (inspiring aspiration), Viriya (driving effort), Citta (promoting and supporting focus), and Vimamsa (improving through investigation) effectively enhances motivation, stakeholder participation, and data-driven development. This integration results in a systematic and transparent management system that optimally supports student development.
The evaluation of the guidelines: The evaluation of the proposed framework-which integrates 4 management steps, 4 digital components, and the 4 elements of the Iddhipada IV principle-revealed that the qualified experts deemed the guidelines highly appropriate, feasible, and beneficial for the efficient and effective development of educational institutions.

THE GUIDELINES FOR MANAGING THE MORAL SCHOOL PROJECT ON IDDPADHIA IV OF NABON SCHOOL UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NAKHON SI THAMMARAT

2026-02-26T10:27:19+07:00

The objectives of this academic article were to: 1) investigate the state of administration of the OBEC Moral School Project at Nabon School; 2) study administrative guidelines for the project based on the Iddhipada 4 principles; and 3) propose and evaluate these administrative guidelines. This study employed a qualitative research methodology. Data collection was conducted through in-depth interviews with 15 stakeholders and 5 key informants (monks and laypersons), as well as a focus group discussion with 7 qualified experts. Data were analyzed using inductive analysis and focus group evaluation.

The findings revealed that:

The administration of the OBEC Moral School Project at Nabon School is characterized by fostering mutual awareness and acceptance among administrators, teachers, parents, and the community. Core teacher and student leaders are developed as key mechanisms for driving moral initiatives.
The definition of moral identity involves a participatory process, with activities integrated to align with the school's context.
The proposed administrative guidelines consist of six steps systematically integrated with the Iddhipada 4 principles: Chanda (building inspiration), Viriya (driving work), Citta (providing support), and Vimamsa (improvement). These steps include: creating awareness and acceptance, building core leaders, defining moral identity, determining methods to achieve goals, implementation, and establishing systematic driving mechanisms. The evaluation results by qualified experts indicated that these guidelines are appropriate, feasible, and beneficial for the sustainable development of the Moral School.

MODEL FOR DEVELOPING COMPETENCIES IN ORGANIZING LEARNING EXPERIENCES FOR MODEL EARLY CHILDHOOD TEACHERS IN THE DIGITAL ERA, TO DEVELOP EXECUTIVE FUNCTIONDS LIVE LIFE SUCCESSFULLY IN THE NEXT ERA OF LIFE OF EARLY CHILDHOOD CHILDREN

2026-02-17T17:05:40+07:00

The objectives of this research are to 1) develop a model for developing competencies in organizing learning experiences for students. A role model early childhood teacher in the digital age and 2) promoting brain skills and life skills of early childhood children. and study the effectiveness of the said model in the context of educational institutions under local administrative organizations. Chachoengsao Province The sample total was 20 people, including early childhood teachers who teach in educational institutions and child development centers under the Bang Nam Priao District Local Administrative Organization. Chachoengsao Province, a total of 20 people, obtained by means of random sampling using the method of purposive sampling. The tool used is an evaluation model. Statistics used in data analysis include percentages, averages, and standard deviations. The research results found that

The research results found that:

The developed model of competency development for early childhood teachers has a higher level of appropriateness. It consists of 3 important elements: (1) the development process, therefore, 4 steps, including the assessment of needs in planning, implementation, and evaluation; (2) the method of developing case studies for problem-solving as a basis and learning from classroom practice, and (3) developing teachers' competencies in four areas: knowledge, skills, characteristics, and professional expertise.
A study of the efficiency of the model found that is appropriate possibility and the usefulness in use is at a very good level The mean feasibility is 4.53 and the mean usefulness is 4.63.

The results of the research confirm that this model can concretely raise the level of professional competence of teachers. Encourage early childhood teachers to adjust their role to being designers of learning experiences. that is consistent with the context of educational institutions in the digital age This has a positive effect on the quality of early childhood development in local administrative organizations in an efficient and sustainable manner.

THE EVALUATION OF A TEACHER TRAINING PROGRAM TO ENHANCE DIGITAL TECHNOLOGY SKILLS FOR 21 ST CENTURY LEARNING AT BANTUADTHONG SCHOOL UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

2026-01-24T09:53:54+07:00

This study aimed to evaluate the teacher training program designed to enhance digital technology skills for 21st-century learning management at Bantuadthong School, Under Nakhon Si Thammarat Primary Educational Service Area Office 1. The evaluation employed Kirkpatrick’s Model to assess the program in four aspects: 1) reaction evaluation, 2) learning evaluation, 3) behavior evaluation, and 4) results evaluation. The target group consisted of 70 administrators and teachers from Bantuadthong School, while eight individuals served as key informants for qualitative data. The research instruments included questionnaires, tests, and interview forms. Data were analyzed using mean, standard deviation, t-test, and content analysis.

The research findings were as follow:

Overall, the results of the reaction-level evaluation were at the highest level. When considered by aspect, the instructor aspect achieved the highest mean score.
The results of the learning-level evaluation indicated that the participants’ post-training test scores were significantly higher than their pre-training scores at the .05 level of statistical significance.
Overall, the results of the behavior-level evaluation were at the highest level. When considered by item, the statement “Participants acted as role models for students in selecting reliable information sources” received the highest mean score.
Overall, the results of the results-level evaluation were at the highest level. When considered by item, the highest mean scores were for learning new knowledge to be applied to 21st-century learning management and increased student interest and engagement in learning. In addition, the qualitative data analysis revealed that students experienced more diverse learning opportunities, teachers enhanced their technological competencies, administrators obtained clearer informational support, and schools developed into more standardized organizations.

THE ORGANIZATIONAL CULTURE AFFECTING EFFECTIVENESS OF PERSONNAL ADMINISTRATION IN SCHOOLS UNDER THE NAKHON SITHAMMARAT PRIMARY EDUCARTIONAL SERVICE AREA OFFICE 1

2026-02-19T09:13:44+07:00

The purposes of this research were: 1) to study the organizational culture of educational institutions, 2) to examine the effectiveness of personnel administration, 3) to investigate the organizational culture affecting the effectiveness of personnel administration, and 4) to explore guidelines for developing organizational culture that influences the effectiveness of personnel administration in educational institutions under the Nakhon Si Thammarat Primary Educational Service Area Office 1. The sample consisted of 293 school administrators and teachers. The research instruments included questionnaires and interviews. The statistics used for data analysis were mean, standard deviation, correlation coefficient, multiple regression analysis, and content analysis.

The research findings revealed that:

The overall organizational culture of educational institutions was at a high level. When considering each aspect, it was found that the achievement-oriented culture had the highest mean, followed by adaptive culture, clan culture, and bureaucratic culture.
The overall effectiveness of personnel administration in educational institutions was also at a high level. When considered by aspects, the highest mean was found in discipline/disciplinary maintenance/termination from service, followed by personnel retention, performance evaluation and salary increment, recruitment and appointment, manpower planning and position allocation, and personnel development.
Adaptive culture, bureaucratic culture, and clan culture significantly affected the effectiveness of personnel administration in educational institutions under the Nakhon Si Thammarat Primary Educational Service Area Office 1.
Educational institutions should focus on creating a friendly working atmosphere, promoting collaboration, and encouraging open communication among administrators, teachers, and personnel. Shared values should be fostered alongside teacher development through Professional Learning Community (PLC) activities. Furthermore, institutions should cultivate a culture of happiness, recognize and honor outstanding personnel, and promote good role models to enhance motivation and sustainably improve the effectiveness of personnel administration.

THE EVALUATION OF THE PROJECT ON ENHANCING STUDENTS’ CAPACITY IN SUPPLEMENTARY LEARNING THROUGH ONLINE LEARNING PLATFORMS FOR STUDENTS IN THE SPECIAL PROGRAM FOR PROMOTING EXCELLENCE IN SCIENCE, MATHEMATICS, AND TECHNOLOGY (SMTP) AT THASALAPRASITSUKSA SCHOOL UNDER THE NAKHON SI THAMMARAT SECONDARY EDUCATIONAL SERVICE AREA OFFICE

2026-02-02T15:28:14+07:00

This research aimed to evaluate the project on Enhancing Students’ Capacity in Supplementary Learning through Online Learning Platforms for students in the Special Program for Promoting Excellence in Science, Mathematics, and Technology (SMTP) at Thasalaprasitsuksa School, under the Nakhon Si Thammarat Secondary Educational Service Area Office. The evaluation covered three dimensions: context, process, and outcome. The sample consisted of 78 participants, including school administrators, teachers, and students. In addition, 7 key informants provided qualitative data. The research instruments were questionnaires and interviews. Quantitative data were analyzed using percentage, mean, and standard deviation, while qualitative data were analyzed through content analysis.

The findings revealed that:

Context dimension: The overall evaluation was at the highest level (=4.87), particularly in the items related to project objectives and alignment with policies. Qualitative data indicated that the project was appropriate and necessary, consistent with educational policies, reduced limitations on classroom learning time, and responded to students’ needs.
Process dimension: The overall evaluation was at the highest level (=4.78), especially in the items concerning implementation planning and monitoring and evaluation. Qualitative findings reflected that the project was effectively planned, implemented, and monitored using technology to track students’ learning progress. However, continuous improvement and development are required to maximize the effectiveness of the implementation process.
Outcome dimension: The overall evaluation was at the highest level (=4.74), particularly in the item of satisfaction with the use of the online learning management platform. Qualitative data revealed that students demonstrated improved learning behaviors, expressed satisfaction with the online platform, and showed better understanding of content and skills aligned with the project objectives.

DEVELOPING CONCEPTUAL THINKING SKILLS IN SOCIAL STUDIES OF ELEVENTH GRADE STUDENTS USING LEARNING PROCESS BASED ON 5 STEPS MODEL AND CONCEPTUAL THINKING SKILL EXERCISES

2026-02-21T15:50:19+07:00

The objectives of this research were: (1) to develop conceptual thinking skill exercises in social studies based on the 5 STEPs learning model to achieve the 70/70 efficiency criterion; (2) to compare the conceptual thinking skills in social studies of eleventh-grade students before and after learning; and (3) to examine students’ satisfaction toward the learning process based on the 5 STEPs model combined with conceptual thinking skill exercises. This study employed a quasi-experimental research design. The sample consisted of 30 eleventh-grade students from class 5/4 in the first semester of the 2025 academic year at Wat Nong Chok Secondary School under the Secondary Educational Service Area Office Bangkok 2, selected by cluster random sampling. The research instruments included lesson plans, conceptual thinking skill exercises, a conceptual thinking skill test, and a student satisfaction questionnaire. The statistics used for data analysis were mean, standard deviation, efficiency (E₁/E₂), and t-test.

The research findings revealed that:

The efficiency of the conceptual thinking skills exercises (E₁/E₂) was 74.33/75.00, which met the predetermined criterion of 70/70.
The conceptual thinking skills in social studies of eleventh grade students who learned learning process based on 5 STEPs model and the conceptual thinking skills exercises in were significantly higher after instruction than before instruction at the .05 level.
The overall level of student satisfaction toward learning process based on 5 STEPs model and conceptual thinking skills exercises with the supplementary exercises was at the highest level.

THE INTERPRETATION OF LIFE AND DEATH FROM THE PERSPECTIVE OF ELDERLY PEOPLE WHO CONTINUE TO WORK AFTER RETIREMENT: AN ANALYSIS THROUGH BUDDHIST PHILOSOPHY AND NON-ESSENTIALISM

2026-01-13T15:21:30+07:00

This qualitative research aims to study life and death from the perspective of elderly individuals who continue to work after retirement, utilizing philosophical concepts as a framework for analysis and interpretation, specifically the concepts of Non-essentialism and Buddhist Philosophy, which emphasize the principles of impermanence and freedom from attachment. The researcher selected 7 elderly individuals who continue to work after retirement in the Bangkok Metropolitan Region, using Purposive Sampling and collecting data through In-depth Interviews, along with a review of relevant documents.

The study findings reveal that:

The life view of the elderly reflects the notion that work constitutes value and pride. Work is not merely a source of income, but also serves as self-affirmation, meaning-making, and a path toward self-reliance, preventing them from becoming a burden on their families. The perspectives of the elderly regarding death and the afterlife predominantly express calmness and letting go (non-attachment), viewing death as an inevitable part of life that should not be feared. They do not cling to or expect definitive rewards from the afterlife but focus on doing good deeds and accumulating merit in the present life.

These perspectives are consistent with the philosophical doctrine of non-essentialism, which rejects the belief that entities possess a fixed and immutable essence. Instead, it posits that all phenomena are fluid, subject to change, and socially and culturally constructed within human contexts. Moreover, this viewpoint clearly aligns with key principles in Buddhist philosophy particularly the concepts of Anatta (non-self/non-attachment to identity), Anicca (acceptance of uncertainty and change), and Dukkha (viewing death as a natural occurrence). These principles enable the elderly to live peacefully and happily in the present, without worrying about things they cannot control in the future. Thus, the perspectives of these elderly individuals represent a concrete application of Non-essentialism and Buddhist Philosophy in managing the changes encountered during the latter stages of life.

THE STUDY OF CONCEPT OF CONFUCIAN DUTY AND ITS RELEVANCE TO THERAVADA BUDDHIST PHILOSOPHY

2026-03-11T10:47:02+07:00

This academic article aimed to 1. compare studies Confucius's duties and Theravada Buddhist philosophy. 2. compare studies Confucius's duties objective and Theravada Buddhist philosophy duties objective. This Artcle was writed by the method of documentary research

The study found that:

Five types of relationships can be categorized into three levels: 1 The relationship between rulers and the people; 2, 3, and 4 Family relationships; and 5. Social relationships. These relationships define the duties, roles, and responsibilities of individuals and are considered crucial ethical principles of the family. In Theravada Buddhist philosophy, the principle of social relationships based on one's duties is proposed, known as the Six Directions (Dits 6). This principle teaches about the duties of humans towards those involved in each person's life: Front (mother-father), Right (teachers), Back (children-spouse), Left (friends), Below (servants-workers), and Above (monks-brahmins). Both Confucianism and Theravada Buddhism emphasize the individual over the method, but both offer principles of conduct that individuals must follow. Confucianism focuses primarily on this world, for oneself and society, while Theravada Buddhism encompasses both this world and the next, with the individual's goal including the afterlife and the societal goal primarily focused on this world.

THE QUALIFICATIONS OF DHAMMADUTA BHIKKHUS ACCORDING TO THE TIPITAKA AND THE APPLICATION IN INTERNATIONAL AND DIGITAL CONTEXTS

2026-03-06T16:06:14+07:00

This academic article aims to investigate the qualifications of Dhammaduta bhikkhus (Buddhist missionary) as delineated in the Tipitaka and explore their strategic application within contemporary international and digital contexts. The findings indicate that the ideal Dhammaduta embodies the dual roles of a “Mindful Communicator” and a “Wise Administrator.” These roles are grounded in eight quintessential qualifications derived from the Dūteyya Sutta, which include: 1) Active and Mindful Listening (Sotā): possessing the cognitive skills to listen with wisdom; 2) Persuasive Communication (Sāvetā): mastering the art of inspiring speech integrated with modern linguistic and technological proficiency; 3) Continuous Learning (Uggahetā): maintaining a dynamic spirit of intellectual inquiry; 4) Precise Retention (Dhāretā): preserving an accurate database of Dhamma teachings; 5) Profound Insight (Viññātā): achieving intellectual crystallization and realization of Dhamma principles; 6) Explanatory Clarity (Viññāpețā): possessing the pedagogical art to illuminate and clarify complex doctrines for others; 7) Strategic Discernment (Kusalo Sahitāsahitassa): the sagacity to distinguish between beneficial and non-beneficial actions, including the capacity for strategic planning; and 8) Conflict Avoidance (No Kalahakārako): committing to non-violent communication and the promotion of global peace. The development of these qualifications according to the Dūteyya Sutta framework aims to cultivate “Ambassadors of Peace” capable of gracefully introducing Buddhist wisdom into multicultural societies. Modern Dhammaduta must integrate these canonical virtues with global competencies, such as open-minded cross-cultural communication, systematic Buddhist temple management, and digital intelligence for creating concise and creative Dhamma content. Furthermore, they must bridge Buddhist science with modern disciplines, emphasizing deep listening for mental healing and adhering to Right Speech to mitigate international conflicts. Relevant organizations should adopt these criteria for the continuous assessment and professional development of religious personnel to ensure the sustained stability of faith in the future digital era.