Learning Activities Using Role-Playing on Comparative Religion to Develop Empathetic Acceptance of Differences Skills among Grade 9 Students at Surasakmontree School

Abstract

This research aimed to: 1) examine the problems arising from religious differences among Grade 9 students at Surasakmontree School, and 2) develop learning activities using role-playing on comparative religion to enhance students’ empathetic acceptance of differences. This study employed a qualitative research approach. Data were collected through interviews with teachers in the Social Studies, Religion, and Culture Learning Area, as well as Grade 9 students who were the target group of the study. The data were analyzed through thematic categorization based on predetermined research issues, and data triangulation was used to ensure credibility. The research instruments consisted of: 1) a semi-structured interview form, and 2) learning activities using role-playing on comparative religion designed to develop empathetic acceptance of differences skills among Grade 9 students at Surasakmontree School. The findings revealed that 1) Religious differences within the school context led to misunderstandings, lack of confidence in communication, and in some cases teasing behaviors or disregard for the feelings of peers from different religious backgrounds. Although these situations were not severe, they reflected a lack of perspective-taking skills and empathetic responses. 2) The participatory learning activities, which allowed students to assume roles and engage in simulated situations closely related to the real school context, helped students develop a deeper understanding of others’ perspectives. Post-performance discussions and reflective activities played a significant role in connecting theoretical knowledge with emotional experiences. As a result, students demonstrated increased awareness and more concrete adjustments in their attitudes toward religious differences.