Journal of Buddhistic Sociology

THE CONCEPTUAL FRAMEWORK AND THE INDICATORS OF INTERNSHIPS STUDENTS WELLNESS AND PARTNERSHIP CONSORTIUM OF RAJABHAT UNIVERSITIES WITH PUBLIC AND PRIVATE SECTORS FOR ENHANCING STUDENTS WELLNESS

Warut Intarit — 2026-09-25

This research aimed to: 1) study the conceptual framework of internship student wellness and the consortium among Rajabhat Universities and public and private sectors for enhancing student wellness; and (2) develop indicators of internship student wellness and consortium. The study employed research and development design. The sample consisted of 14 experts selected by purposive sampling. The research instruments included: (1) an evaluation form for assessing the appropriateness of the proposed conceptual framework, and (2) an evaluation form for selecting indicators of internship student wellness and Consortium among Rajabhat Universities and public and private sectors. Data were analyzed using mean, percentage, median, and interquartile range.

The findings revealed that:

The conceptual framework consists of three main components: 1) internship student wellness, including fair income and welfare, physical and mental health, career skill development, work–social life balance, workplace environment and safety, and legal protection and human rights; 2) the consortium among Rajabhat Universities and public and private sectors, including governance structure and collaborative framework, roles and responsibilities, and partnership outcomes; and 3) systemic integration, including causal relationships within the framework and the procedural process of collaboration.
The results of indicator development founded that internship student wellness consisted of six components with 27 indicators, while the partnership component consisted of three components with 9 indicators. All indicators met the specified criteria (Md = 5.00; IQR < 1.50).

THE GUIDELINES FOR INVENTORY MANAGEMENT IN THE DIGITAL ERA BASED ON IDDHIPADA IV OF NAKHON SI HAMMARAT COLLEGE OF AGRICULTURE AND TECHNOLOGY UNDER NAKHON SI THAMMARAT VOCATIONAL

Wihog Pudthaisong — 2026-09-25

This article aims to: 1) examine the current state of procurement management in the digital era; 2) explore the approaches to procurement management in the digital era based on the Four Principles of Iddhipada (Iddhipada IV) at Nakhon Si Thammarat College of Agriculture and Technology under the Office of Vocational Education, Nakhon Si Thammarat Province; and 3) evaluate such approaches. This study employs a qualitative research methodology, utilizing in-depth interviews with 15 key informants, interviews with 5 experts (monks/persons), and an evaluation conducted by 32 school administrators and teachers.

The findings reveal that:

Procurement management in the digital era involves the preparation of procurement reports and the issuance of purchase and hiring orders in accordance with procurement regulations. However, some requisition numbers are requested through the My PSD system, and in certain cases, requisition forms are not printed. Additionally, although an annual inventory inspection committee is formally appointed, the operational process is time-consuming and strictly procedural, resulting in delays in the submission of annual inventory reports. The proposed approaches to procurement management in the digital era consist of six key dimensions: 1) needs assessment and planning; 2) procurement; 3) distribution; 4) inventory control; 5) maintenance; and 6) disposal. These are integrated with the Four Principles of Iddhipada, namely: Chanda (motivation), Viriya (effort and perseverance), Citta (dedication and attentiveness), and Vimamsa (analysis and improvement). The evaluation results by school administrators and teachers indicate that the proposed approaches are appropriate, feasible, and beneficial for practical implementation, contributing effectively to institutional development.

A GUIDELINE FOR CURRICULUM ADMINISTRATION FOR EARLY CHILDHOOD DEVELOPMENT BASED ON SANGAHAVATTHU IV IN SAMUI 1 NETWORK SCHOOL UNDER SURATTHANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Kanokwan Yusakul — 2026-09-25

This research aimed to: 1) study the current conditions of early childhood curriculum administration; 2) investigate guidelines for early childhood curriculum administration based on the Four Principles of Sangahavatthu; and 3) propose and evaluate the guidelines for early childhood curriculum administration based on the Four Principles of Sangahavatthu. This study employed a qualitative research approach. The key informants consisted of 15 school administrators and early childhood teachers in Samui Educational Network 1, and 8 experts participating in a focus group discussion. The research instruments included an interview form and a guideline evaluation form. Data were collected through interviews and a focus group discussion and analyzed using inductive analysis. The guidelines were evaluated in terms of appropriateness, feasibility, and usefulness.

The findings revealed that:

The current conditions of early childhood curriculum administration encountered limitations in budget, time, and personnel. As a result, curriculum development, implementation, supervision, monitoring, and improvement lacked continuity and comprehensiveness. Teachers had heavy workloads and received insufficient support. In addition, cooperation from parents and the community was not fully effective, leading to learning management that was not fully aligned with the context and developmental needs of learners.
The guidelines for early childhood curriculum administration consisted of five areas: 1) preparation of educational institutions; 2) development of the school curriculum; 3) curriculum implementation in the learning process; 4) supervision, monitoring, and evaluation of curriculum implementation; and 5) curriculum improvement and development. These areas were integrated with the Four Principles of Sangahavatthu as operational principles: 1) Dana (giving and sharing); 2) Piyavaca (kind and polite speech); 3) Atthacariya (conducting oneself for the benefit of others); and 4) Samanattata (equality and collaborative participation). The institutions applied these principles systematically in their operational procedures.
The results of the presentation and evaluation of the proposed guidelines indicated that all experts agreed that the guidelines were appropriate, feasible, and beneficial for implementation in early childhood curriculum administration in educational institutions.

A MODEL FOR DEVELOPING THE POTENTIAL OF INTERNATIONAL LEARNERS BASED ON INTEGRATIVE BUDDHIST LEARNING PSYCHOLOGY

Somkiat Wattanasap — 2026-09-25

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.

THE ROLE OF THE COMMUNITY IN DRIVING THE WAT PRACHA RAT SANG SUK PROJECT AT WAT CHAINA, MUEANG DISTRICT, NAKHON SI THAMMARAT PROVINCE

Phramaha Paisan Nantametee Pansawat — 2026-09-25

This research aimed to: 1) study concepts and theories related to the role of the community; 2) study the Wat Pracha Rat Sang Suk Project; and 3) analyze the role of the community in driving the Wat Pracha Rat Sang Suk Project at Wat Chai Na, Mueang District, Nakhon Si Thammarat Province. This study employed a qualitative research approach. Data were collected from the Tipiṭaka, relevant documents, and related research, together with in-depth interviews using an interview form as the research instrument. Key informants included Buddhist scholars, community leaders, officials from the Nakhon Si Thammarat Provincial Office of Buddhism, and individuals who played important roles in the project. The data were analyzed using content analysis.

The research findings were as follows:

Based on the review of documents, concepts, and theories related to community roles, the findings indicate that communities play a participatory role throughout the development process, including recognizing problems, jointly thinking and planning, making decisions, implementing activities, monitoring and evaluating outcomes, and sharing the benefits of development. This process relies on collaboration among temples, communities, government agencies, and network partners.
The Wat Pracha Rat Sang Suk Project aims to develop temples as centers for learning, moral development, and community well-being by applying the 5S principles and the Seven Sappāya principles to create clean, pleasant, safe, and supportive environments conducive to learning and Dhamma practice.
The data analysis revealed that the community played four major roles in driving the project: 1) participation in planning, through meetings, consultations, problem analysis, and jointly determining implementation approaches with the temple; 2) participation in temple activities, through direct involvement, contribution of labor and resources, and support for various activities; 3) promotion of morality and the environment, through maintaining cleanliness, improving the environment, and fostering morality, ethics, and public-mindedness; and 4) communication and network building, through coordinating cooperation among the temple, community, government agencies, and the public sector. These roles contributed to a sense of shared ownership, unity, faith, and community strength, while enabling the project to continue effectively and generate benefits for the community in physical, mental, social, and environmental dimensions.

STRATEGIC LEADERSHIP OF SCHOOL ADMINISTRATORS AFFECTING TEACHERS’ TEAMWORK UNDER THE NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Pakorn Chukhaw — 2026-09-25

The purposes of this research were to 1) study the strategic leadership of school administrators; 2) study teachers’ teamwork; 3) study administrators’ strategic leadership that affecting on teachers’ teamwork and 4) explore guidelines for developing school administrators’ strategic leadership to enhance teachers’ teamwork under the Nakhon Si Thammarat Primary Educational Service Area Office 1. The research sample consisted of 285 teachers from schools under the Nakhon Si Thammarat Primary Educational Service Area Office 1, using the Stratified Random Sampling method, simple random sampling was then performed using a lottery method, and 3 school administrators from schools under the Nakhon Si Thammarat Primary Educational Service Area Office 1 provided qualitative data. The research instruments included a five-point rating scale questionnaire and an interview form. Data were analyzed using percentage, mean, standard deviation, multiple regression analysis, and content analysis.

The results of the research found that:

The overall level of strategic leadership of school administrators was at the highest level, strategy control and evaluation had the highest mean score.
The overall level of Teachers’ teamwork was at the highest level, participation had the highest mean score.
Strategic leadership of school administrators in terms of strategy control and evaluation, strategy implementation, organizational culture building, and organizational resource management have a statistically significant effect on teachers’ teamwork at the .01 level.
The guidelines for developing strategic leadership of school administrators to enhance teachers’ teamwork indicated that administrators should clearly define their vision and strategic plans, utilizing data and staff participation, promoting organizational culture and good governance, managing resources in line with staff capabilities, driving strategies into practice, and systematically supervising, monitoring, and evaluating results. This approach aims to strengthen teacher teamwork and sustainably improve school quality.

AN ACADEMIC LEADERSHIP OF SCHOOL ADMINISTRATORS IN THE 21ST CENTURY TO AFFECTING STUDENT-CENTERED INSTRUCTION OF TEACHERS UNDER THE NAKHON SI THAMMARAT MUNICIPALITY

Phatchanan Tantayapirom — 2026-09-25

The objectives of this research were 1) to study the 21^st-century academic leadership of school administrators 2) to examine teachers' learner-centered instructional management 3) to analyze the impact of 21^st-century academic leadership on learner-centered instructional management and 4) to establish guidelines for developing 21^st-century academic leadership that enhances learner-centered instruction. The sample group consisted of 211 school administrators and teachers under the Nakhon Si Thammarat City Municipality. The research instruments included questionnaires and in-depth interviews. Data were analyzed using Mean (), Standard Deviation (S.D.), T-Test, and content analysis.

The results indicated that;

The overall 21^st-century academic leadership of school administrators was at a high level, with "Creativity" achieving the highest mean score.
Regarding teachers' learner-centered instructional management, "Positive Classroom Management" earned the highest mean score.
The analysis of instructional leadership affecting learner-centered instruction showed that Creativity, Innovative Thinking, and Interaction Building were positively correlated at .01 significance level. Furthermore, these factors could predict the effectiveness of learner-centered instruction by 72.30%.
Administrators must have a vision for setting policies and promoting the use of technology to support student-centered teaching. They must focus on supervision, teacher professional development, and fostering a team-based work environment to enhance the effectiveness of learning management, enabling teachers to effectively develop students' 21^st-century skills.

CREATIVE LEADERSHIP OF SCHOOL ADMINISTRATORS AFFECTING TEACHERS’ INNOVATIVENESS UNDER TRANG PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Sunisa Jansuwan — 2026-09-25

The purposes of this research were to: 1) study the creative leadership of school administrators 2) study teacher innovativeness 3) study the impact of school administrators' creative leadership on teacher innovativeness and 4) study the guidelines for developing creative leadership of school administrators affecting of teachers’ innovator capacity under Trang Primary Educational Service Area Office 1. The sample group used in this research consisted of 297 teachers. The qualitative key informants were 3 participants. The research instruments used in this study were a questionnaire and Interview form. The descriptive statistics were frequency, percentage, mean, standard deviation, Pearson product - moment correlation coefficient, stepwise multiple regression analysis and content analysis.

The results of this study showed that:

The creative leadership of school administrators was found to be at the highest level overall. The results indicated that teamwork had the highest mean score, followed by individual consideration.
The teachers’ innovator was found to be at the highest level overall. The results revealed that social networking had the highest mean score, followed by observation.
The results of the analysis indicated that the creative leadership of school administrators significantly influencing teachers’ innovator consisted of individual consideration, flexibility and adaptability, and visionary leadership
The guidelines for developing the creative leadership of school administrators affecting of teachers’ innovator indicate that administrators must have a clear, flexible vision and be a creative role model who is open to new ideas, focusing on developing the individual potential of teachers while supporting teamwork to drive the organization towards sustainable innovation.

GUIDELINES FOR PALI STUDIES ENHANCEMENT ACCORDING TO THE FOUR SAṄGAHAVATTHU PRINCIPLES, PHRAPARIYATTIDHAMMA SCHOOL, KHOK PIEW TEMPLE, MUEANG SONGKHLA DISTRICT, SONGKHLA PROVINCE

Phramaha Donee Anangkano Chandee — 2026-09-26

This research aimed to: 1) study the current conditions of Pali studies at Phrapariyattidhamma School, Wat Khok Piew; 2) develop guidelines for promoting Pali learning based on the Four Sangahavatthu principles; and 3) propose appropriate guidelines suitable for the school context. This research employed a qualitative research methodology and was conducted in three stages: studying the current state, developing guidelines, and presenting the guidelines. The key informants consisted of 22 individuals, including administrators of the Phrapariyattidhamma school, teachers of Phrapariyattidhamma education in the Pali Division, and monks and novices studying Pali. In addition, 7 qualified experts participated in the focus group discussion. The research instruments included in-depth interviews and focus group discussions. Data were analyzed using content analysis and descriptive synthesis.

The findings revealed that:

The current condition of Pali studies maintained strong educational standards under the Sangha education system; however, several problems were identified in five aspects, namely curriculum, teaching and learning management, instructional media, learning activities, and measurement and evaluation, particularly the complexity of content, memorization-based teaching methods, limited learning materials, insufficient learning activities, and evaluation focusing mainly on memorization.
The Four Sangahavatthu principles-dāna (giving), piyavācā (kind speech), atthacariyā (beneficial conduct), and samānattatā (equity) can be effectively integrated into all five aspects, enhancing educational resources, positive communication, learner support, and equality in education.
The appropriate guidelines should emphasize a holistic learning system by applying the Four Sangahavatthu principles as a mechanism to enhance motivation, improve the learning atmosphere, and promote sustainable learning achievement.

EFFECTS OF UTILIZING THE RIDPA MODEL IN INSTRUCTIONAL DESIGN TO DEVELOP INNOVATIVE THINKING COMPETENCY IN SOCIAL STUDIES, RELIGION, AND CULTURE AMONG GRADE 6 STUDENTS IN SCHOOLS UNDER LOCAL ADMINISTRATIVE ORGANIZATIONS IN SONGKHLA PROVINCE

Chalermpon Boonchaya — 2026-09-26

This study aimed to: 1) investigate the background information and needs for developing an instructional design model to enhance innovative thinking competency; 2) develop the RIDPA Model; and 3) examine the effects of using the RIDPA Model with Grade 6 students. The study employed a research and development approach integrated with an exploratory sequential mixed-methods design and was conducted in three phases: investigating background information and needs from 15 teachers; developing and validating the model by experts; and implementing the model with 29 Grade 6 students selected through multi-stage random sampling. The research instruments consisted of a semi-structured interview, the RIDPA Model, lesson plans, an innovative thinking competency test, and a satisfaction questionnaire. Data were analyzed using content analysis, mean, standard deviation, and one-way repeated measures ANOVA.

The findings revealed that:

Learning activities should emphasize active participation and connections with community contexts.
The RIDPA Model consisted of five stages: Realize (R), Instructional Objective (I), Design (D), Prototyping (P), and Assessment (A), and was rated at the highest level of appropriateness.
Students’ innovative thinking competency increased continuously from the pre-learning to during-learning and post-learning phases, with statistically significant differences (p < .001). Pairwise comparisons also revealed statistically significant differences between all measurement phases. In addition, students’ overall satisfaction with learning through the RIDPA Model was at the highest level.

MASS MEDIA STUDIES CURRICULUM MANAGEMENT BASED ON SANGAHAVATTHU IV, IN THAIRATH WITTAYA SCHOOL, SRIVICHAI CLUSTER, UNDER OF THE OFFICE OF THE BASIC EDUCATION COMMISSION

Suphanat Kummad — 2026-09-26

The objectives of this research were: 1) to examine the current conditions of mass media studies curriculum management. 2) to study guidelines for mass media studies curriculum management based on Sangahavatthu IV. and 3) propose and evaluate guidelines for mass media studies curriculum management based on Sangahavatthu IV. A qualitative research approach was employed. Data were collected through in-depth interviews with 15 key informants to examine current conditions, in-depth interviews with five key informants, including monks and relevant experts, to develop the guidelines, and a focus group discussion with seven experts to propose and evaluate the guidelines. Data were analyzed using inductive analysis.

The findings were as follows:

Regarding the current conditions of mass media studies curriculum management, educational institutions operated systematically, with clear policies and curriculum structures. The curriculum could be appropriately integrated with other learning areas, resulting in the development of students’ analytical thinking skills, media production skills, and creative communication. However, limitations were found in terms of budget, resources, technology, and learner diversity, which affected the effectiveness of curriculum implementation.
The guidelines for mass media studies curriculum management based on sangahavatthu IV comprised seven components: preparation of educational institutions, curriculum development, planning for curriculum implementation, curriculum implementation, supervision, monitoring and evaluation, summarization of operational results, and curriculum improvement and development. These components were integrated with sangahavatthu IV and implemented through four operational stages: planning, implementation, monitoring and evaluation, and improvement.
The results of presenting the guidelines for mass media studies curriculum management based on sangahavatthu IV indicated that the experts unanimously agreed that the guidelines were appropriate, feasible, and beneficial. All components can be practically applied to the administration of the mass media education curriculum.

INNOVATIVE LEADERSHIP OF SCHOOL ADMINISTRATORS AFFECTING INNOVATION IN TEACHERS’ LEARNING MANAGEMENT UNDER THE NAKHON SI THAMMARAT SECONDARY EDUCATIONAL SERVICE AREA OFFICE

Thidarat Onnuan — 2026-09-26

This research aimed to 1) examine the innovative leadership of school administrators, 2) investigate innovation in teachers' learning management, 3) analyze how innovative leadership of school administrators influences innovation in teachers' learning management, and 4) explore strategies for enhancing innovative leadership of school administrators that impacts innovation in teachers' learning management. The sample for the study included 338 educators. The qualitative informants included three school administrators. The research tools comprised a questionnaire with a five-point rating scale and an interview template. Data analysis utilized percentage, mean, standard deviation, multiple regression analysis, and content analysis.

The research results indicated the following:

The innovative leadership of school administrators was generally at a high level. Taking all factors into account, the greatest average was for innovative creative thinking abilities. The element with the lowest average was collaboration and involvement.
The level of innovation in the management of teachers' learning was generally high. Taking all factors into account, the greatest average was found in information and communication technology (ICT) within learning management. The area with the lowest average was critical thinking and problem-solving within learning management.
The examination of pioneering leadership among school leaders that influences innovation in teachers' instructional management. These four factors collectively forecasted the innovation in teachers' learning management at 69.20% with a standard error of ±0.135.
Recommendations for cultivating innovative leadership among school administrators that influences teachers' learning management. The results suggest that emphasis must be on enhancing all four domains to enable teachers to craft innovative learning opportunities.

AN EVALUATION OF THE SUFFICIENCY ECONOMY PHILOSOPHY PROJECT AT BANLANGSOD SCHOOL USING THE CIPPEST MODEL

Preecha wanyee — 2026-09-26

This study aimed to evaluate the “Pieng Por” (Sufficiency Economy Following His Majesty King Bhumibol Adulyadej the Great) Project at Ban Lang Sod School under the Krabi Primary Educational Service Area Office in terms of context, input, process, and product, based on the CIPPiest evaluation model. The sample consisted of 131 participants. The main research instruments were questionnaires and interview forms. Data were analyzed using descriptive statistics: percentage, mean, and standard deviation, along with qualitative content analysis.

The results were as follows:

The context evaluation of the project was at the highest level of appropriateness overall. (=4.91, S.D.=0.21)
The input evaluation of the project was at the highest level of appropriateness overall. (=4.78, S.D.=0.32)
The process evaluation of the project was at the highest level of appropriateness overall. (=4.76, S.D.=0.31)
The product evaluation of the project was at the highest level of appropriateness overall. (=4.88, S.D.=0.14)