https://so06.tci-thaijo.org/index.php/dhammathas/issue/feedDhammathas Academic Journal2024-12-19T14:56:14+07:00ผศ.ดร.สุรพล พรมกุล (Asst. Prof. Dr.Suraphon Promgun)sariga6116@gmail.comOpen Journal Systems<p><strong>ISSN 2697-6676 </strong>(Online)<strong><br />ISSN 1513-5845</strong> (Print)</p> <p><strong> </strong><strong>Focus and Scope </strong></p> <p> The main objective is to provide a forum for researchers in the fields of Arts, Buddhist study, Philosophy, Education, Political Science, Public Administration and interdisciplinary of Humanities and Social Sciences</p> <p><strong>Article Consideration<br /></strong> Each article published will peer-reviewed by at least two experts. And get the editorial approval before publishing. The review is in the form of: The article's <span lang="TH">Doubleblind Peer Review</span>. To comply with copyright law The author must sign the copy of the article submission form to the journal. In addition, the author must confirm that the original article submitted to it. Only one publication in the Dhammathas academic journal. If the images or tables of other authors appearing in other publications are used. The author must ask permission of the copyright owner. Include a book that has been approved by the editor before the article is published.</p> <p><strong> <span class="fontstyle0">Publishing Schedule<br /></span></strong><span class="fontstyle0"> Number</span> 1 January-March<br /><span class="fontstyle0"> Number</span> 2 April - June<br /><span class="fontstyle0"> Number</span> 3 <span lang="en" tabindex="0">July - September<br /></span><span class="fontstyle0"> Number</span> 4 <span lang="en" tabindex="0"><span lang="en" tabindex="0">October - December</span></span></p> <p><strong>Publication Fees<br /></strong> The publication fee is 6,000 baht/article. The fees is paid after the article has passed the initial review by the journal. After that, that submit the article to qualified individuals.</p> <p><span lang="en" tabindex="0">ThaiJO Indexed in <img src="https://so06.tci-thaijo.org/public/site/images/sariga2527/logo_TCI.png" width="86" height="48" /><a title="สาขามนุษยศาสตร์และสังคมศาสตร์ Impact Factor = 0.146 (" href="https://www.kmutt.ac.th/jif/Impact/impact_avg_h.php">สาขามนุษยศาสตร์และสังคมศาสตร์ ปี 2561 Impact Factor = 0.146</a></span></p>https://so06.tci-thaijo.org/index.php/dhammathas/article/view/272088The Educational Policy for The Development of The Early Childhood Education Curriculum at The Kunming Preschool Teachers' Training College, Yunnan Province, People's Republic of China, which Focuses on Producing Competent Teachers for Professional Practice in Thailand2024-10-04T14:16:30+07:00Peng Chaocpeng063@gmail.comGomin Wang-ongomin5816@gmail.comVikrom BunnunKrittamate2010@gmail.comBanjamas Muangkasembenjamat16@yahoo.com<p>The purposes of this research were 1) to analyze the competencies and capabilities of Chinese teachers teaching early childhood education in Thailand, 2) to study approaches for developing early childhood education curricula, and 3) to provide educational policy recommendations for developing early childhood education curricula focused on producing competent teachers for professional practice in Thailand, specifically for the Kunming Preschool Teachers' Training College, Yunnan Province, People's Republic of China. It is a mixed-methods research combining quantitative and qualitative approaches. The research tools included a questionnaire for 15 Chinese teachers teaching early childhood education in educational institutions, semi-structured interviews with 16 representatives from educational organizations in Thailand and China, and content analysis of the results from objectives 1 and 2 to provide policy recommendations.<br /><strong>The results revealed that:</strong><br />1. The overall capability of Chinese teachers was rated as low, and the overall competency in teaching was rated as moderate. The area with the highest average was positive interaction, followed by promoting children's development, which also showed moderate competency.<br />2. Proposed strategies for developing the early childhood education curriculum included improving the curriculum to motivate students to pursue teaching careers in Thailand, adding courses related to teaching Chinese as a foreign language, enhancing the competencies of Chinese teachers, and fostering educational collaboration.<br />3. The educational policies for developing early childhood education curricula to produce competent teachers for professional practice in Thailand consisted of 1) a policy for developing early childhood education curricula focused on producing competent teachers in teaching Chinese, adding courses and essential skills; 2) a policy for developing the competencies of early childhood education students by improving their capabilities and competencies for the workforce; and 3) a policy for fostering collaboration between educational institutions in Thailand and China through student and faculty exchanges, research, and collaborative curriculum development between institutions.</p>2024-12-14T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/270814The Development of a Problem-based Learning Management Model to Enhance Problem-Solving Ability and Computational Thinking of Junior High School Students in Educational Opportunity Expansion Schools2024-08-02T11:14:37+07:00Patchaya Srisamerpatchaya.sg63@ubru.ac.thJumlong Vongprasertpatchaya.sg63@ubru.ac.thParinya Moonsinpatchaya.sg63@ubru.ac.th<p>The purposes of this research were 1) studying the index necessity of problem-based learning management model for enhance problem solving ability and computational thinking of junior high school students in educational opportunity expansion schools, 2) to develop problem-based learning management model. Examples include teachers of science and technology, subject total of 46 persons and junior high school students in educational opportunity expansion schools total of 333 persons under the Amnat Charoen Primary Educational Service Area Office. In semester 2, academic year 2023, Obtained from stratified random sampling, and five experts were obtained through purposive sampling. Research tools include questionnaire the necessity of problem-based learning management model, a problem-based learning management model, a user guide, learning management plan, and tests of problem-solving ability and computational thinking. Statistics used were averages, priority needs index, and content validity index.<br /><strong>The results revealed that:</strong><br />1. Results of the study of the priority needs index in learning management. It aimed at revealed that the highest priority needs index of teachers includes problem solving ability (PNI <sub>Modified</sub> = 0.303). And the highest priority needs index of students includes computational thinking (PNI <sub>Modified</sub> = 0.278).<br />2. The development of problem-based learning management model. It aimed at revealed that the content validity index of learning management model passed the quality criteria (CVI between 0.80-1.00) and suitability overall at the highest level (<img id="output" src="https://latex.codecogs.com/svg.image?\bar{x}" alt="equation" /> = 4.72). And learning management model aimed at interesting. It is appropriate, easy to understand, the content is continuous, and activities stimulate learning very well.</p>2024-12-14T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/276020A Model for Developing Creative Leadership in the Office of the Private Education Commission 2024-08-07T14:38:21+07:00Gunyarat Omorigunyarat.noi99@gmail.comChayakan Ruangsuwangunyarat.noi99@gmail.comKritkanok Duangchatomgunyarat.noi99@gmail.com<p>The purposes of this research were 1) study an element and indicators of creative leadership of teachers, 2) investigate a current condition, desired s condition, and needs, 3) create a developing model and 4) evaluate a use of developed model. Is a mixed method research consisted of 4 phases: 1) study the documents and use the assessment form with 7 informants 2) use the assessment form with a sample of 377 people, collecting data by sending questionnaires online 3) interview 5 people with Best Practices and evaluated by 9 experts using the Connoisseurship technique and 4) Eight teachers used a knowledge test as an instrument. The instruments have a consistency index of each 1.00, Data were analyzed using content analysis, descriptive statistics, mean, standard deviation, and calculate the index of essential needs.<br /><strong>The results revealed that:</strong><br />1. The creative leadership of teachers is 4 components, 14 indicators: 1) Imagination (4 indicators), 2) Flexibility (4 indicators), 3) Vision (3 indicators), and 4) Creativity (3 indicators).<br />2. The perspective of the current condition was at a high level; the desired condition was at the highest level; the first necessary need was Creativity.<br />3. The development model created consists of 4 elements and follows a four-stage development process: (1) Preparation (2) Training (3) Implementation and Knowledge Exchange and (4) Evaluation.<br />4. The teachers had the highest level of development after participating in the development model activity and teachers were at the highest level of satisfaction with the development model.</p>2024-12-15T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/272595The Development of Write Summary Ability and Creative Thinking Competency of Grade 7 Students Using the Process Writing with the Graphic Organizer2024-08-10T12:07:47+07:00Jantrathip Chaweevongjanthathip.c1994@gmail.comDhanita Duangwilaidchahh@kku.ac.th<p>The purposes of this research were 1) develop grade 7 students’ write summary ability using the process writing with the graphic organizer. and 2) develop grade 7 students’ creativity thinking competency using the process writing with the graphic organizer. The samples were 42 students in the seven grade 10/1 classroom of the second semester of the academic year 2023, Phorncharaenwittaya school, Bueng Kan Secondary Education Service Area. The research implemented an active learning methodology composed of a cyclic process of planning, acting, observing, and reflecting. The research instruments used were 1) one-hour the process writing with the graphic organizer lesson plans: 2) reflection instruments consisting of post-lesson assessments and students’ work assessments: and 3) evaluation instruments consisting of write summary ability assessment and a creativity thinking competency assessment. The analytics of the study were 1) in-depth qualitative analysis, analyzing data, interpreting, summarizing, and reporting results in explanation: and 2) quantitative analysis and statistics, representing in average, percentage, and standard deviation.<br /><strong>The results revealed that:</strong><br />1. Grade 7 students learning with the process writing and the graphic organizer have developed their write summary ability with an average score of 44.62 of the total score of 50, accounting for 85 percent, and 37 students, accounting for 88.10 percent of the students, passed the standard, which is higher than the qualification standard.<br />2. The students with the process writing and the graphic organizer have improved their creativity thinking competency with an average score of 77.29 of the total score of 100, accounting for 77.29 percent, and 37 students, accounting for 88.10 percent of the students, have passed the standard, which is higher than the qualification standard.</p>2024-12-15T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/272130Educational Institution Administration Model Towards International Standard Schools According to the Four Noble Truths of Private Schools under the Angthong Provincial Education Office2024-08-07T16:15:44+07:00Weerayuth Wongkhiaoweerayuth.wongkhiao@gmail.comSin Ngamprakhonweerayuth.wongkhiao@gmail.comPeravat Chaisuk weerayuth.wongkhiao@gmail.com<p>The purposes of this research were 1) study needs of educational institution administration towards international standard schools of private schools under the Ang Thong Provincial Education Office, 2) develop a model for educational institution administration to international standard schools according to the principles of the Four Noble Truths of private schools, 3) Evaluate the Educational Institution Administration Model towards International Standard Schools According to the Four Noble Truths of Private Schools under the Angthong Provincial Education Office. Mixed methods research with 3 steps: Step: Study needs of educational institution administration towards international standard schools. The sample consisted of 365 teachers and parents of private schools under the Ang Thong Provincial Education Office. The research tool was a questionnaire. Data were analyzed by statistics, mean, standard deviation, and Priority Needs Index. Step 2: Develop the model by interviewing 10 key informants. The research tool was a semi-structured interview form, and group discussion with 9 experts. The research tool was a question guideline in group discussion. Data were analyzed by content analysis. Step 3: Evaluate a model. The sample consisted of 191 administrators and teachers of private schools under the Ang Thong Provincial Education Office. The research tool was an evaluation form. Data were analyzed by statistics, mean, and standard deviation.<br /><strong>The results revealed that:</strong><br />1. The needs of educational institution administration towards international standard schools of private schools under the Ang Thong Provincial Education Office, all over PNI <sub>Modified</sub> = 0.277, Management with a quality system PNI <sub>Modified</sub> = 0.285, Organizing teaching and learning activities using international standard formats PNI <sub>Modified</sub> = 0.274, Developing educational institution curricula by comparing them with international standard curricula PNI <sub>Modified</sub> = 0.272.<br />2. Developing an educational institution administration model towards international standard schools according to the 4 Noble Truths of private schools under the Ang Thong Provincial Education Office, consisted 1) principles, 2) objectives, 3) integration, 4) application, and 5) evaluation.<br />3. The evaluation of the model was at the highest level in every aspect, namely the appropriateness aspect 4.67, and the feasibility aspect 4.60, respectively.</p>2024-12-15T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/273431Guidelines for Managing the Learning Ecosystem towards Desired Outcomes of Learners in Basic Education2024-05-29T10:33:09+07:00Radchadaporn Samyongk.radchada@gmail.comMonnapat Manokarnmonnapat.m@cmu.ac.thSuntonrapot Damrongpanitsuntonrapot.d@cmu.ac.th<p>The purposes of this research were 1) to synthesize and confirm the components of the learning ecosystem, 2) to study the processes and best practices in managing the learning ecosystem, and 3) to develop and validate management guidelines for the learning ecosystem. The sample group consisted of 500 participants, administrators and teachers affiliated with the Basic Education Commission. The research tools included questionnaires on perceptions of the learning ecosystem components, with an Item Objective Congruence (IOC) value between 0.80 and 1.00, with a reliability value 0.969. Data were collected through questionnaires, analyzed using Mplus software for confirmatory factor analysis, and supplemented with qualitative data gathered from interviews with 7 qualified individuals. Additionally, focus group discussions with 7 qualified individuals were conducted to validate the management guidelines for the learning ecosystem. And interviews to explore management guidelines. Analyze data used content analysis.<br /><strong>The results revealed that:</strong><br /><span style="font-size: 0.875rem;">1. The learning ecosystem comprised five components: 1) educational policies and strategies, 2) learning content, 3) personnel, 4) learning culture, and 5) learning resources.<br /></span><span style="font-size: 0.875rem;">2. Effective management of the learning ecosystem requires promoting and supporting four main areas: 1) reasons/motivations contributing to system development, 2) management processes, 3) success conditions affecting system management, and 4) recommendations</span><strong style="font-size: 0.875rem;">.<br /></strong>3. Management guidelines for achieving desired learning outcomes encompass 5 main aspects: 1) principles, 2) objectives, 3) methods/processes, 4) success conditions, and 5) recommendations. Overall, the validation of these guidelines demonstrated high levels of suitability, feasibility, and utility.</p>2024-12-15T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/275580The Participative Management Approaches of the Environmental Education Schools for Sustainable Development under the Department of Education, Bangkok Metropolitan Administration2024-10-04T14:42:24+07:00Parichat Homsinhomsin2023@gmail.comNuttachai Sriiamnuttachai.sr@spu.ac.thWaraporn Thaimawaraporn.th@spu.ac.thPattrawadee Makmeepattrawadee@gmail.com<p>This multi-phase mixed methods research aimed to: 1) study the current state and the desired conditions of participatory management in environmental education schools for sustainable development under the Department of Education Bangkok Metropolitan Administration, 2) develop guidelines, and 3) evaluate the guidelines. The research was divided into 3phases: The quantitative research phase involved a sample of 390 participants. The instrument was a questionnaire. Data were analyzed using mean, standard deviation, and PNI <sub>Modified</sub>. 2) The qualitative research phase consisted of in-depth interviews with 14 experts in environmental education school management for sustainable development. The data were analyzed using content analysis. 3) The mixed qualitative and quantitative research phase consisted of focus group discussions and guideline evaluations with 10 school administrators or project head teachers. The research instruments were focus group discussion forms and participatory management guideline quality assessment forms. The data were analyzed using content analysis, percentage, mean, and standard deviation.<br /><strong>The research findings revealed that:<br /></strong><span style="font-size: 0.875rem;">1. The current conditions overall were at a moderate level, while the </span>desired conditions were at the highest level. The aspect with the highest priority need was participation and environmental education network building, followed by environmental education policy and management structure, environmental learning process development, and school natural resources and environmental management, respectively.<br /><span style="font-size: 0.875rem;">2. The guidelines were developed in 4 main areas: participation and environmental education network building, environmental education policy and management structure, learning process development, and natural resources and environmental management. Each area consisted of practices emphasizing participatory processes in all steps.<br /></span><span style="font-size: 0.875rem;">3. The evaluation showed high approval from experts, particularly in the area of participation and environmental education network building, which received the highest approval at 96.25%. Overall, the guidelines were found to have feasibility, utility, and appropriateness at the highest level, reflecting that the developed guidelines can be practically implemented.</span></p>2024-12-22T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/275928The Development of the Buddhist Quality of Life in New Mexico, USA According to Buddhist Ethics2024-12-15T13:43:55+07:00Phramaha Viroch Paphaso (Viroch Maneewong)pmviroch2654@gmail.comJaras Leekajarasleeka@gmail.comPhrarajpatthanawatcharabundit (Sukanya Hadpagdee)pmviroch2654@gmail.comChinnaphat Panyacheevaphakpmviroch2654@gmail.com<p>The purposes of this research were 1) to study Buddhist ethical principles for quality-of-life improvement; 2) to examine the quality-of-life of Buddhists in New Mexico, USA; 3) to present the improvement of the quality-of-life of Buddhists in New Mexico, USA, through Buddhist ethics. This qualitative study explores information from the Tipitaka, relevant documents, and research, with key informants consisting of 30 individuals/monks. Data is analyzed descriptively using inductive methods.<br /><strong>The results revealed that:</strong><br />1. Buddhist ethics are teachings in Buddhism concerning human conduct, criteria for determining good and evil, and what should or should not be done. The ethical principles used for improving the quality of life include the threefold training (Tisikkhā) and the four types of meditation (Bhāvanā). Applying these principles to improve the quality of life leads to both mundane and transcendent happiness.<br />2. Four quality of life issues identified include: (1) differences, (2) inequality, (3) housing, and (4) personal problems. The synthesis shows that issues 1-2 are social problems, issue 3 is a physical problem, and issue 4 is a mental-intellectual problem. These issues cause incomplete quality-of-life, necessitating development through Buddhist ethics.<br />3. Quality of life improvement through Buddhist ethics reveals that: (1) Physical Aspect: developing through moral precepts (Sīla) promotes good health. (2) Mental Aspect: developing through meditation (Samādhi) fosters emotional well-being. (3) Intellectual Aspect: developing through wisdom meditation (Paññā Bhāvanā) enhances understanding of impermanence based on the Three Characteristics (Tilakkhaṇa). (4) Social Aspect: developing through physical meditation (Kāya Bhāvanā) and moral precepts (Sīla Bhāvanā) fosters compassion towards society and the environment, creating a welfare society. The results of this development make an individual a fully developed person with body, morality, mind, and wisdom, leading to physical and mental well-being.</p>2024-12-22T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/272414The Development Innovations in Condominium Management towards Professional Success of Smart Service and Management Co.Ltd.2024-07-05T15:40:45+07:00Phenpitcha Vichitphan patthiraw@yahoo.com<p>The purposes of this research were 1) study the current conditions, problems, and needs for achieving professional condominium management at Smart Service and Management Co., Ltd., 2) develop condominium management innovations towards professional success, 3) implement and evaluate the results of innovation trials. This is research and development study use qualitative research methods, including in-depth interviews, focus group discussions, brainstorming meetings, and participatory observation.<br /><strong>The results revealed that:</strong><br />1. The study of the current conditions, problems, and needs for achieving professional condominium management at Smart Service and Management Co., Ltd. revealed management in four areas: 1) maintenance of both the interior and exterior of the building, 2) general administration, 3) financial management, and 4) personnel management. The identified problems include issues with repairs and maintenance, cleanliness, security, and delays in collecting common area fees. The needs identified include the desire for an application for communication and payments, as well as training for staff to improve their skills.<br />2. The development of innovations for achieving professional condominium management resulted in 4 innovations and 10 activities.<br />3. The results of implementing innovations for achieving professional condominium management showed that 4 innovations were tested. The evaluation of these innovations revealed that employees, managers, and residents were satisfied with the convenience and safety provided, as well as the use of an application in condominium management.</p>2024-12-23T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/271800Student Management Staff Burnout in Business School at Wuzhou Vocational College, Guangxi, China2024-08-05T14:19:35+07:00Rongbin Huangwinit.phacharuen@gmail.comNon Napratansuknonnaprathansuk@hotmail.comPit Jitpakdee winit.phacharuen@gmail.comSuriyajaras Techatunminasakulnonnaprathansuk@hotmail.com<p>The purposes of this research were 1) to identify the problems of student managers in the Business College of Wuzhou Vocational College, 2) to identify the factors that lead to burnout among student managers in the Business College of Wuzhou Vocational College, 3) to apply competency theory to reduce the burnout of student managers in the Business College of Wuzhou Vocational and Technical College. This study adopts mixed methods, starting with quantitative and qualitative method. The research mainly includes literature analysis method, questionnaire survey method, and then adopts qualitative research, which defines the specific nature and characteristics of things or objects of study, and digs into the essence of the content related to burnout. Also, this research uses competency theory and two-factor theory.<br /><strong>The results revealed that:</strong><br /><span style="font-size: 0.875rem;">1. The problems of student managers in business school of Wuzhou Vocational College is unclear division of labor leads to burnout.<br /></span><span style="font-size: 0.875rem;">2. The factors cause the burnout of student managers in business school of Wuzhou Vocational College isweakened sense of service, lack of understanding from students in their work, high work pressure, complicated work, difficulty in promotion, irrational appraisal system, and diminished enthusiasm for work.<br /></span><span style="font-size: 0.875rem;">3. The competency theory to find solution for burnout student is optimizing the performance appraisal system, optimizing the work mode, providing more training opportunities in the school, and self-competence enhancement. The research suggests that chools should establish fair and objective evaluation criteria, create incentive mechanisms to optimize work patterns, actively conduct training, and create a good work atmosphere and culture; individuals should establish good time management skills, clarify career motivations and values, continuous learning and professional development, and establish good communication and cooperative relationships.</span></p>2024-12-23T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/273834Buddhist Principles Application in Self-Control, Man Control, and Work Control of School Administrators under the Jurisdiction Chiangmai Primary Educational Service Area Office 62024-11-28T17:42:47+07:00Peerapon Promphoawpeerapon.kingsman@gmail.com<p>The purposes of this research were 1) study the application of Buddhist principles in governing oneself, governing people, and governing the work of educational institution administrators under the jurisdiction of the Chiang Mai Primary Educational Service Area Office Area 6, 2) Develop guidelines for applying Buddhist principles in governing oneself, one's people, one's work for educational institution administrators under the jurisdiction of the Chiang Mai Primary Educational Service Area Office Area 6, the instrument used in the research was a questionnaire. Data were collected from a sample group consisting of 79 school administrators and 256 teachers, totaling 335 people. Quantitative data were analyzed using the SPSS program to analyze frequencies, percentages, means and standard deviations. <br /><strong>The results revealed that:</strong><br />1. Results of the analysis of the application of Buddhist principles in governing oneself, man control, and governing the work of School administrators under the jurisdiction of the Chiang Mai Primary Educational Service Area Office, Area 6, the overall level is at a high level. When considering each aspect according to the principles of Buddhism, it was found that every item was at a high level, arranged from highest to lowest average as follows: Self-control in terms of holding people employment aspect.<br />2. Guidelines for applying the principles of Buddhism in governing oneself, man control, and governing work for school administrators under the jurisdiction of the Chiang Mai Primary Educational Service Area Office, Area 6, it was found that; 1) self-care Apply the Four sublime states of mind, consisting of loving-kindness, compassion, sympathetic joy, and equanimity having good intentions. Listen to opinions support personnel to progress be fair and maintain correctness and being neutral, 2) residence of people use the base of sympathy, consisting of giving offering, kindly speech, useful conduct, and even and equal treatment namely building morale for personnel use of rhetoric, empathy, justice, 3) job management use the Four Foundations for accomplishment consist, consisting of passion, diligence, mind or consciousness, and investigation, happy at work and satisfaction of job, dedicated and hardworking person devote and participation of job.</p>2024-12-23T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/276728The Model of Cremation Arrangements According to Theravada Buddhist Philosophy in Roi Et Province2024-10-16T10:41:04+07:00Phrakhru Khantivaraphirom Anungkano (Amnuai Wannaphruek)phrakhrukhantiwaraphirom@gmail.comUthai Kamonsilphrakhrukhantiwaraphirom@gmail.comSowit Bamrungphak phrakhrukhantiwaraphirom@gmail.com<p>The purposes of this research were; 1) to study of the concept and principles of cremation arrangement in Thai society, 2) to analyze of Theravada Buddhist philosophy related to cremation ceremonies in Roi Et Province, 3) to integrate of Theravada Buddhist philosophy in cremation arrangements in Roi Et Province, and 4) to offer the knowledge and the unique cremation arrangement models according to Theravada Buddhist philosophy. This research is qualitative research by studying data from Tripitaka, academic documents on Buddhism, and related research. The key informants are 15 qualified monks. The research instrument is an in-depth interview, and the research results are presented using a descriptive analytical method.<br /><strong>The results revealed that:</strong><br />1. The main concepts of cremation in Thai society are 3: 1) the dedication of merit to the deceased person, 2) the belief in life after death, and 3) the continuation of local traditions in various ceremonies, such as the rice-giving festival and the 12 customs of the Isan people.<br />2. In addition, the important Theravada Buddhist philosophy is the 6 directions, which define the duties that people should perform towards each other, the 4 principles of faith, which emphasize belief in karma and the results of karma, and the 3 merit-making objects, which are guidelines for making merit, namely giving alms, keeping the precepts, and practicing meditation.<br />3. The results of the integration show that cremation ceremonies in Roi Et Province emphasize making merit and dedicating merit to the deceased according to the duties of children and grandchildren according to the 6 directions, and give importance to showing respect to the deceased according to the 4 principles of faith. In this regard, cremation ceremonies in the present era emphasize giving alms more than keeping the precepts and practicing meditation, which reflects changes in social and religious rituals.<br />4. This research offers the TRI-BP Model, which consists of 3 components: Tradition, Ritual, and The Integration of Buddhist Philosophy, to explain the systematic approach to organizing cremation ceremonies in Roi Et Province, emphasizing the importance of preserving traditions and integrating Buddhist principles into ceremonies. The TRI-BP Model reflects the preservation of the essence of traditions that emphasize gratitude, making merit to promote merit, and creating unity in the community through organizing cremation ceremonies that are unique.</p>2024-12-23T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/275932Strategies for Enhancing Buddhist Integration in Anti-Corruption for Children and Youth in Khon Kaen Province2024-08-07T10:45:59+07:00Phrakhrupalad Thawee Abhayo (Thawee Khaimanee)socio.2555@gmail.comPhrakhru Wutthidhammasarn (Surawut Sangmano)thawee.kha@mbu.ac.thSaengatit Thaimitthawee.kha@mbu.ac.thPhramaha Makawin Purisuttamo (Makawin Armartmonthree)thawee.kha@mbu.ac.th<p>The purposes of this research were 1) study and analyze anti-corruption efforts for children and youth in Khon Kaen Province; 2) develop strategies for enhancing Buddhist integration in anti-corruption for children and youth in Khon Kaen province; and 3) convey strategies for enhancing Buddhist integration in anti-corruption for children and youth in Khon Kaen province. This mixed-method research utilizes quantitative, qualitative, and experimental approaches. The participants are 231 children and youth from Khon Kaen province. The tools used include questionnaires and interviews. The data analysis employed frequency, percentage, mean, standard deviation, and a One Group Pretest-Posttest Design experiment using t-test (dependent samples) and content analysis.<br /><strong>The results revealed that:</strong><br /><span style="font-size: 0.875rem;">1. The level of behavior in using Buddhist-integrated anti-corruption strategies among children and youth in Khon Kaen is at a good level. This includes creating a society intolerant of corruption based on a sense of shame, enhancing political will for anti-corruption through correct practices without violating regulations, preventing policy-based corruption through proper conduct, proactively developing anti-corruption prevention systems grounded in a sense of shame, and reforming anti-corruption mechanisms and processes through correct practices without violating regulations.<br /></span><span style="font-size: 0.875rem;">2. The overall strategy for anti-corruption among children and youth in Khon Kaen, in both aspects, is at a high level. This includes the strategy of instilling a Thai-based anti-corruption consciousness and the strategy of enhancing anti-corruption knowledge and understanding through education.<br /></span><span style="font-size: 0.875rem;">3. The overall test of using integrated Buddhist anti-corruption strategies for children and youth in Khon Kaen Province before and after the experiment showed a statistically significant difference at the 0.05 level.</span></p>2024-12-23T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/271175The Model for Developing New Entrepreneurs Based on The Three Papanika Dhamma of The Institute of Vocational Education: Northeastern Region 12024-12-09T14:47:51+07:00Paravee Kaewmaneechaiparavee.ming@gmail.comKanokorn SomprachParavee.ming@gmail.comPhramaha Phisit Visitthapanyo (Phisit Suebnisai)Paravee.ming@gmail.com<p>The purpose of this research was to create a development model for new entrepreneurs based on the Three Papanika Dhamma at the Institute of Vocational Education: Northeastern Region 1. The research sample consists of: 1) 50 administrators from state vocational colleges under the Northeastern Vocational Education Institute 1, which is affiliated with the Office of the Vocational Education Commission, 2) 50 heads of departments and advisors for business plans, and 3) 260 students who participated in business plan writing training, making a total of 360 participants selected through purposive sampling. The research instruments include: (1) quantitative method using questionnaires, and (2) qualitative methods using semi-structured interviews and focus group discussions. Data analysis was conducted using statistical software to calculate Pearson correlation coefficients, weight component analysis, and confirmatory factor analysis (CFA).<br /><strong>The research result found that:</strong> The development model for new entrepreneurs based on the Three Papanika Dhamma included (1) the model's name, (2) objectives, (3) conceptual principles, (4) practices, (5) expected outcomes, and (6) mechanisms for success. It operated in three stages: (1) preparation for skill development, (2) operational practices, and (3) reflection on thoughts and outcomes for evaluation.</p>2024-12-24T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/274405The Application of Buddhist Philosophy to Prevent Corruption and Misconduct in Local Government Organizations2024-11-12T16:26:02+07:00Thaworn Sesmapothaworn4107@gmail.comPhrarajpatthanawatcharabundit (Sukanya Hadpagdee)thaworn4107@gmail.comSuwin Thongpanthaworn4107@gmail.com<p>The purposes of this research were 1) study theoretical concepts relevant to the research; 2) study identify measures to prevent corruption and misconduct in local government organizations; and 3) analyze the application of Buddhist philosophy in combating corruption and misconduct within these entities. This documentary research involved gathering data from both primary and secondary sources and employing descriptive analytical methods based on inductive reasoning.<br /><strong>The results revealed that:</strong><br /><span style="font-size: 0.875rem;">1. Theoretical Framework: The study categorizes related concepts into five groups: 1) Buddhist philosophy; 2) corruption and misconduct; 3) local government; 4) ethics; and 5) theories on consciousness, emphasizing awareness and cultivation.<br /></span><span style="font-size: 0.875rem;">2. Preventive Measures: Identified measures against corruption and misconduct include; 1) legal measures; 2) governing and administrative measures of the state; 3) measures controlled by the internal audit control system of local administrative organizations; 4) measures for inspection by citizens and civil society; 5) ethical measures Buddhism; 6) measures focus on administrative processes within the organization.<br /></span><span style="font-size: 0.875rem;">3. Buddhist Philosophy Application: The research highlights the effectiveness of Buddhist principles—such as 1) Lokapāla-dhamma (Hiri Ottappa), 2) Five Precepts (five-sīla), 3) Ahiṁsa, 4) Three Sucarita-dhamma Kathā, 5) Rājavadī-dhamma, and Four Sammappadhānaused to prevent corruption and misconduct in six measures: 1) legal measures; 2) governing and administrative measures of the state; 3) measures controlled by the internal audit control system of local administrative organizations; 4) measures for inspection by citizens and civil society; 5) ethical measures Buddhism; 6) measures focus on administrative processes within the organization.</span></p>2024-12-24T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/262822The Development of Citizenship Awareness Among Grade 9 Students in Khon Kaen Province Based on Buddhadhamma Using the Four Noble Truths Process2023-04-11T15:41:21+07:00Anuson Nantharathanusorn_mcukk@hotmail.com<p>The purposes of this research were: 1) develop and evaluate the effectiveness of a learning management plan using the Four Noble Truths process to instill public consciousness and Buddhadhamma of citizenship among Grade 9 students, meeting the 80/80 efficiency standard, 2) foster public consciousness based on Buddhadhamma using the Four Noble Truths process for Grade 9 students, 3) examine the Buddhadhamma of citizenship among Grade 9 students, 4) Investigate the satisfaction of Grade 9 students regarding learning activities conducted using the Four Noble Truths process focusing on public consciousness and Buddhadhamma of citizenship. This study is quasi-experimental research. The target group consists of 32 Grade 9 students selected through cluster sampling. The research instruments include: learning management plan utilizing the Four Noble Truths process focused on public consciousness, 1) an achievement test, 2) questionnaire on public consciousness, 3) questionnaire on good citizenship based on Buddhist principles, 4) satisfaction assessment form. The statistical methods used for data analysis include percentage, mean, standard deviation, and t-test analysis.<br /><strong>The results revealed that:</strong><br />1. The efficiency of the learning management plan using the Four Noble Truths process, measured during the learning process (E<sub>1</sub>) and the outcome efficiency (E<sub>2</sub>) based on test results, was 82.81/95.56, which exceeds the predetermined criteria.<br />2. The public consciousness and Buddhadhamma citizenship of Grade 9 students, developed through the Four Noble Truths process, achieved an overall Efficiency Index (E.I.) of 0.7418. This indicates that the students' knowledge increased by 0.7418, equivalent to 74.18%.<br />3. The Buddhadhamma citizenship of Grade 9 students, on average, were at the highest level (<img id="output" src="https://latex.codecogs.com/svg.image?\bar{x}" alt="equation" /> = 4.60).<br />4. The satisfaction of Grade 9 students with public consciousness and The Buddhadhamma citizenship principles of Grade 9 citizenship taught using the Four Noble Truths process was, on average, at the highest level (<img id="output" src="https://latex.codecogs.com/svg.image?\bar{x}" alt="equation" /> = 4.57).</p>2024-12-24T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/277924A Development Model for Entrepreneurial Leadership of Private School Administrators under the Regional Education Office 122024-10-09T16:36:25+07:00Palicha Laemkhonburipalicha1993.poo@gmail.comKritkanok Duangchatompalicha1993.poo@gmail.comChayakan Ruangsuwanpalicha1993.poo@gmail.com<p>The purposes of this research were 1) investigate the components and indicators of entrepreneurial leadership among school administrators, 2) examine the current, desired, and necessary states of these components, and 3) develop a model for their enhancement. This study employed a mixed-methods research design and was conducted in three phases: 1) a literature review to identify components, with evaluation by seven experts; 2) an analysis of the current and desired states with a stratified random sample of 353 respondents; and 3) model development and evaluation by nine experts using connoisseurship techniques. All research instruments achieved an Index of Item-Objective Congruence (IOC) of 1.00. Data were analyzed using content analysis, descriptive statistics, means, standard deviations, and a priority need index.<br /><strong>The results revealed that:</strong><br /><span style="font-size: 0.875rem;">1. There were 4 components with 13 indicators for entrepreneurial leadership: 1) Vision with three indicators, 2) Risk-Taking with three indicators, 3) Creativity Thinking with four indicators, and 4) Inspiration with three indicators.<br /></span><span style="font-size: 0.875rem;">2. Overall, the current state was at a moderate level, while the desired state was at the highest level. The highest need was for Creativity Thinking.<br /></span><span style="font-size: 0.875rem;">3. The developed model included four learning modules: 1) Vision, 2) Risk-Taking, 3) Creativity Thinking, and 4) Inspiration. The model's five elements were conceptual principles, objectives, procedures, evaluation, and success conditions. The model's appropriateness, feasibility, and utility were rated at the highest level.</span></p>2024-12-24T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/271121The Strategies for the Development of Creative Learning Management Innovation in the Era of Disruption in Khon Kaen Schools2024-08-16T15:52:54+07:00Somkhuan Namseethan som_1205@hotmail.comNiraj RuangsanSomkhuan.nam@mcu.ac.th<p>The purposes of this research were: 1) to study the current condition, feasibility, and desirable condition of the development of creative learning management innovation; 2) to analyze the strengths, weaknesses, opportunities, and obstacles of the development of creative learning management innovations; 3) to develop and evaluate strategies for developing the creative learning management innovation in the era of disruption in Khon Kaen schools. It is Research & Development by 4 phases. The sample group consisted of 341 Administrators School and teachers. The key informants included 9 school administrators, experts, and stakeholders. The tools were a questionnaire a group discussion and a strategic assessment form. The statistics used in the research were: Percentage value Mean and Standard Deviation, SWOT Matrix Analysis, and PNI <sub>modified.<br /></sub><strong>The results revealed that:</strong><br /><span style="font-size: 0.875rem;">1. Analysis of the internal environment the current condition is generally moderate the overall possible conditions are at a high level and the desirable conditions of the development of innovative creative learning management overall, it is very high level. Based on the analysis of the external environment the overall level is moderate the overall possible conditions are at a high level and the desirable conditions of the development of innovative creative learning management as a whole are at a high level.<br /></span><span style="font-size: 0.875rem;">2. Strengths and weaknesses from the analysis of the desired internal environment. Overall, there are 3 strengths there are 3 strengths: strategic planning to create learning management innovation; Organizing the process of creating learning management innovation and strengthening creative culture There 1 of weakness namely measuring the ability of the organization. Based on the analysis of the desirable external environment. Threats include economic conditions and social environments; opportunities include public education policies and technological advancements.<br /></span>3. The strategies for developing the creative learning management innovation in the era of disruption in Khon Kaen schools consisted of (1) to enhance strengths and opportunities along with preventing threats in strategic planning to create the creative learning management innovation; (2) to enhance strengths and opportunities along with preventing threats in organizing the process of creating the creative learning management innovation; (3) to enhance strengths and opportunities along with reducing weaknesses in creating a creative culture; (4) to enhance opportunities along with reducing weaknesses and preventing threats in measuring the organization's ability to create the creative learning management innovation; (5) to enhance strengths and opportunities while minimizing weaknesses and preventing threats in rewarding learning management innovators. Assessment results of creative learning management innovation development strategies In the Disruption era, it is divided into 4 sets with 12 main strategies and 40 secondary strategies. Overall, the main strategy is appropriate and feasible by 93.33 percent the secondary strategy was appropriate and feasible by 92.11 percent and how to proceed is appropriate and feasible 90.35 percent.</p>2024-12-24T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/276730The Integration of Theravada Buddhist Philosophy in Promoting Community Leaders in Roi Et Province2024-11-27T11:07:16+07:00Sopin Jitpaisannampet_jit@hotmail.co.thSowit Bamrungphak nampet_jit@hotmail.co.thPhramaha Sakol Subharamedhinampet_jit@hotmail.co.th<p>The purposes of this research were; 1) to study concepts and theories related to community leaders, 2) to study the principles of Theravada Buddhist philosophy relevant to promoting community leadership, 3) to integrate Theravada Buddhist philosophy to promoting community leaders in Roi Et province, and 4) to propose new knowledge on integrating Theravada Buddhist philosophy to promote community leadership in Roi Et province. This qualitative research gathers data from the study of the Tripitaka, Buddhist academic literature, and in-depth interviews with 15 key informants, including organizational leaders, Buddhist leaders, community leaders, and the public. The research findings are presented through analytical description.<br /><strong>The results revealed that:</strong><br /><span style="font-size: 0.875rem;">1. Key concepts related to community leadership include leadership concepts, leadership theories, Path-Goal Theory, transformational leadership theory, and theories related to communities.<br /></span><span style="font-size: 0.875rem;">2. Theravada Buddhist principles relevant to promoting community leadership include: 1) </span>Papanikadhamma<span style="font-size: 0.875rem;">, which encourages leaders to have a broad and detailed vision, allowing for far-sightedness; 2) </span>Sappurisa-dhamma<span style="font-size: 0.875rem;">, which promotes comprehensive analysis and understanding of the community; and 3) </span>Saraniya-dhamma<span style="font-size: 0.875rem;">, which fosters unity and builds positive relationships among community members.<br /></span><span style="font-size: 0.875rem;">3. The integration of Theravada Buddhist philosophy in promoting community leadership encompasses three key aspects: 1) </span>Cakkhuma<span style="font-size: 0.875rem;"> (far-sighted wisdom), which encourages community leaders to exercise prudence and strategic, reason-based thinking; 2) </span>Parisannuta<span style="font-size: 0.875rem;">, which promotes leaders’ deep understanding of the community and empathy toward the people connected with it; and 3) </span>Mettakaya-kamma<span style="font-size: 0.875rem;"> (acts of kindness), which encourages leaders to show generosity through actions, speech, and thought, including sharing resources beneficial to the collective. This integration leads to the development of visionary community leaders who understand their community and can build strong networks for sustainable community development.<br /></span><span style="font-size: 0.875rem;">4. The new knowledge derived from integrating Theravada Buddhist principles to promote community leadership is represented by the LEAD Model, which consists of: 1) L = Leadership with Vision, aligned with </span>Papanikadhamma<span style="font-size: 0.875rem;">, emphasizing foresight and prudent decision-making; 2) E = Engaged Community, corresponding to </span>Sappurisa-dhamma<span style="font-size: 0.875rem;"><em>,</em> focusing on understanding the community and comprehensively analyzing issues; 3) A = Adaptable Networks, consistent with </span>Saraniya-dhamma<span style="font-size: 0.875rem;">, highlighting unity and collaboration within the community; 4) D = Dynamic Empowerment, which promotes skill development and the empowerment of community members.</span></p>2024-12-24T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/271703ASEAN Centrality amid United State and China Rivalry for Expand Sphere of Influence to Southeast Asia2024-12-19T14:56:14+07:00Therdsak Paijuntuektherdsak.pa@cpru.ac.thNilubol Pairohtherdsak.pa@cpru.ac.th<p>The research objective was to study and analyze the impact of the competition between the United States and China on ASEAN Centrality. This is a qualitative research format. Data were collected by documentary analysis and in-depth interviews.<br /><strong>The results revealed that: </strong>ASEAN Centrality strategy has been affected by the expansion of influence in Southeast Asia by the United States and China, as well as the conflict in the South China Sea, which has created limitations and challenges to ASEAN unity, because it shows the different opinions between members include solving such problems cannot be initiated and implemented using ASEAN as the center. The important case study in 2012, when ASEAN was unable to issue a joint statement of ASEAN foreign ministers at the 45 th meeting in Cambodia. It also shows the limitations of the institutions that ASEAN initiated, played a leading role, and acted as a facilitator and the points of connection with external countries, especially with the great powers. The competition between the United States and China is shaped by each side's key policies, namely the United States' Indo-Pacific policy and China's Belt and Road Policy has affected the ASEAN centrality because of the Quad and the Belt and Road strategy becoming the center, playing a leading role, facilitating and is a hub on behalf of ASEAN institutions. This is due to the norms that ASEAN has accepted together since the Cold War, called the "ASEAN Way," such as adhering to the principles of consensus, consultation, and non-interference in each other's internal affairs. As a result, this results in inefficiency in dealing with various issues. Moreover, it also affects the unity of ASEAN members that decrease. By considering the case study in the South China Sea disputes that China's Belt and Road policy has caused a lack of unity among ASEAN member countries; while the Indo-Pacific strategy It created an institution called the Quad, resulting in some ASEAN member states joining the institution under the name Quad Plus to protect their interests.</p>2024-12-24T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/275762Self-Reliance in Laos and China Innovate Poverty Reduction Cooperation Project in Xor, Village Sangthong District, Vientiane Capital, Lao PDR2024-12-02T17:38:36+07:00Malavanh Chanthavongsinmju6405501003@mju.ac.thChalermchai Panyadeecpanyadee@yahoo.comSomkid Kaewtipkaewthipsomkid@gmail.comSuriyajaras Techatunminasakulsuriyajaras@mju.ac.thJariya Komentjariya_km@mju.ac.th<p>The purposes of this research were 1) Self-Reliance in Laos and China Innovate Poverty Reduction Cooperation Project; 2) Factors relationships to the self-reliance. Also, a set of questionnaires was used for data collection administered with 203 households. Obtained data were analyzed by using descriptive statistics and step by step analysis.<br /><strong>The results revealed that:</strong><br />1. The Self-Reliance in Laos and China Innovate Poverty Reduction Cooperation Project. For the self-reliance, most of the respondents could be self-reliant in terms of economy most. As the respondents had a high level (<img id="output" src="https://latex.codecogs.com/svg.image?\bar{x}" alt="equation" /> = 4.01, S.D. = 0.45). This was followed by natural resources/environment and social self-reliance, the respondents had a high level (<img id="output" src="https://latex.codecogs.com/svg.image?\bar{x}" alt="equation" /> = 3.86, S.D. = 0.46). And, the last was followed by social self-reliance, the respondents had a high level (<img id="output" src="https://latex.codecogs.com/svg.image?\bar{x}" alt="equation" /> = 3.63, S.D. = 0.47).<br />2. The most factors relationships to economic self-reliance, there were perception of problems solving guidelines, participation in the development policies and saving. Also, savings, household production area, perception of problems solving guidelines, participation in the development policies, participation in social activities and number of household workforce were relationships factors with the social self-reliance. And, the household production area was relationships factors to the natural resources/environment self-reliance.</p>2024-12-24T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/275926Human Resource Development According to Buddhist Philosophy of Khon Kaen City Municipality2024-10-16T15:52:15+07:00Jiranit Arkanitsaisandy2@hotmail.comJaras Leekajarasleeka@gmail.comPhrakhru Bhavanabodhikun (Somchai Phangmuenwai)saisandy2@hotmail.com<p>The purposes of this research were 1) study the principles of Buddhist philosophy in human resource development, 2) examine the human resource development according to Buddhist philosophy in Khon Kaen Municipality, 3) analyze the human resource development according to Buddhist philosophy in Khon Kaen Municipality. This study was a qualitative research carried out by studying information from the Tripitaka, documents and related research. There were 35 key informants. The obtained data were analyzed by the descriptive approach based on the inductive method.<br /><strong>The results revealed that:</strong><br /><span style="font-size: 0.875rem;">1. Buddhist Philosophy on Human Resource Development consisting of the Trisikkha, Brahma Vihara, Sangahavatthus as a tool to develop human resources in terms of physical, mental, intellectual and social aspects in order to be human resources that are valuable to the organization in the future.<br /></span><span style="font-size: 0.875rem;">2. Human resource development of Khon Kaen Municipality consists of physical, mental, intellectual and social aspects to be human resources that skills of the new future are consistent with the cooperation for learning skills in the 21st century potential to compete in the global society.<br /></span><span style="font-size: 0.875rem;">3. Human resource development according to the Buddhist philosophy of Khon Kaen Municipality with the following forms: 1) Physical human resource development with the threefold principle for physical and verbal self-reliance; 3) Human resource development in the intellectual aspect with wisdom (Sammadtthi) for mental self-reliance in administration happy together.</span></p>2024-12-25T00:00:00+07:00Copyright (c) 2024 https://so06.tci-thaijo.org/index.php/dhammathas/article/view/278513The Development of Educational Management Model According to King's Science Guidelines by Using the Four Noble Truths and The Constructivism Theory as A Base to Promote the Innovative Teaching, Creative Thinking of The Border Patrol Police School in The Royal Patronage2024-10-21T14:28:43+07:00Songsakdi Promdeepromdee1979@hotmail.comChalee Phakdeepromdee1979@hotmail.comPhrakhru Suntronmahachetiyanuruk (Chittichai Martwong) promdee1979@hotmail.comChatchai Sirikunphan promdee1979@hotmail.com<p>The purpose of this research were: 1) to study the educational management model according to the royal science guidelines based on the principles of the Four Noble Truths and constructivist theory, 2) to promote innovative media and creativity of students in the Border Patrol Police School under Royal Patronage, 3) to try and evaluate the model and to synthesize and develop the model using a mixed method approach (quantitative), consisting of qualitative research and R&D, the data obtained from the key informants were collected and operated by documentation, observation, interviews, analysis (SWOT Analysis) and a focus group discussion.<br /><strong>The results revealed that</strong>:<br /><span style="font-size: 0.875rem;">1. This educational institution was under the royal initiative project. It was a small school and had embraced 8 royal initiative projects as a base for educational administration. The entire projected are integrated according to the educational curriculum, i.e. important national, religious and international day projects, student development promotion projects with a compound of systematic thinking and working process. Promote and support students to take pride in receiving educational opportunities, teachers and educational personnel to have the capacity in educational to management education, to have stability in the professional, this has been supported by a strong with standardized school administration system.<br /></span><span style="font-size: 0.875rem;">2. For Model evaluation and creative innovation media, schools should arrange the environment to be shady and in order providing leavening sources both directly and indirectly for students to view and improve their learning skills in daily life, and while developing the curriculum to be consisted with the educational goals desired by students and the community desirable.<br /></span><span style="font-size: 0.875rem;">3. For synthesis and development of models, teachers should design learning activities in accordance with the content, using media in the naturally, they should surroundings within the school as a basis for thinking and design. According to Promote the development of personnel to have knowledge of and experience in using innovative media learning resources that have been tested and developed. As a center of teaching and learning management, to develop a completed model.</span></p>2024-12-25T00:00:00+07:00Copyright (c) 2024