Buddhist Integrated Multilateral Learning Management of Thai Teachers in a New Way to Solve the Problem of Language Degradation of the Generation New in the Northeast of Thailand

Abstract

This research aimed to: (1) study and analyze problems related to Buddhist-integrated multi-sectoral learning management employed by Thai language teachers in the new educational paradigm to address language deterioration among the younger generation; (2) develop a Buddhist-integrated multi-sectoral learning management model for Thai language teachers in the new paradigm to resolve such language deterioration; and (3) disseminate approaches and models of Buddhist-integrated multi-sectoral learning management for Thai language teachers in the new paradigm to address language deterioration among the younger generation. This study employed a mixed-methods research design. The sample group consisted of 400 participants, including administrators, pupils, undergraduate and graduate students, and personnel from educational institutions in the central northeastern region of Thailand. In addition, five key informants were selected. The research instruments included a questionnaire with an overall reliability coefficient of 0.95 and semi-structured interviews. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, and content analysis.
The research findings were as follows:
1. Regarding the current state of language deterioration among adolescents, the findings revealed that such problems primarily stemmed from online media exposure, peer imitation, and a lack of positive language role models. These factors contributed to increasing inaccuracies in communication and writing. Interviewees indicated that the Buddhist principles of Su-Ji-Pu-Li and Right Speech (Sammā Vācā) could enhance mindfulness, responsibility, and appropriate language use by emphasizing attentive listening, thoughtful thinking, proper speaking, and accurate communication.
2. The Buddhist-integrated multi-sectoral learning management model for Thai language teachers in the new paradigm comprised listening, writing, language usage, and reading components. The model was grounded in the principles of mindfulness and clear comprehension (Sati-Sampajañña), wise reflection (Yoniso Manasikāra), Right Speech (Sammā Vācā), and the Four Foundations of Mindfulness (Satipaṭṭhāna). These principles were integrated with Su-Ji-Pu-Li to promote correct listening, thinking, questioning, and writing skills. As a result, learners developed comprehensive Thai language skills, reduced language deterioration, and achieved sustainable learning outcomes.
3. Regarding the dissemination of knowledge related to the Buddhist-integrated multi-sectoral learning management model, the findings showed that training sessions and instructional manuals effectively enhanced teachers’ understanding of the model. Evaluation results indicated that the model was appropriate, feasible, and effective, with strong potential for broader implementation as a best-practice model.