Learning Activities for Strengthening Active Buddhist Characteristics of Upper Primary Students at Wat Weruwan School, Nakhon Sawan Province

Abstract

This qualitative research aimed to study the current situation of learning management to foster the characteristics of active Buddhist practitioners among upper primary students and to develop learning activities that enhance these traits. The research targeted 14 upper primary students and teachers of Religion, Morality, and Ethics in the Social Studies, Religion, and Culture subject group at Wat Weruwan School, Nakhon Sawan Province, during the 2024 academic year, using purposive sampling. Three research instruments were employed: 1) an interview guide on the current situation and challenges in learning about active Buddhist practitioners for upper primary students, 2) a learning management manual based on the principles of the Seven Noble Qualities (Sappurisa Dhamma), and 3) activity observation and post-activity interview evaluation forms. Data were analyzed qualitatively through content analysis and descriptive writing. The findings revealed that students and teachers expressed a desire for simpler content and practical applications of Buddhist teachings in daily life. Students faced challenges with complex Buddhist terminology, which led to confusion and difficulty in understanding the core essence of Buddhism. Moreover, skepticism about the practical benefits of religion further contributed to their disengagement. The developed learning activities focused on understanding the Seven Noble Qualities, including awareness of life's nature, causality, self-awareness, moderation, time management, social coexistence, and respect for individual differences. These activities fostered moral excellence, independent of one's background. Teachers noted that students showed faster learning, a better understanding of life's nature, an improved awareness of social and environmental dynamics, and increased empathy. The structured and concise content made the lessons accessible for primary students. This learning approach, grounded in the LSBU Model, was designed to enhance students' fundamental knowledge in Religion, Morality, and Ethics, aligning with the findings on the current challenges of learning management for fostering active Buddhist practitioners in upper primary education.