https://so06.tci-thaijo.org/index.php/jber/issue/feedJournal of Buddhist Education and Research (JBER)2024-12-31T05:03:43+07:00Asst.Prof.Dr.Niraj Ruangsanniraj.rua@mcu.ac.thOpen Journal Systems<p> This journal is affiliated with MCUKK Lanaguage Institute, Mahachulalongkornrajavidyalaya University Khon Kaen Campus. Its objectives are to publish and disseminate articles related to Buddhism, philosophy, education, humanities, social sciences, and interdisciplinary studies in these fields. Contributors include academics, researchers, professors, students, and the general public.</p>https://so06.tci-thaijo.org/index.php/jber/article/view/265724Teaching and Learning in a Virtual World Integrated with Situation-based learning by Four-D Model for Grade 12 Students to Develop Computational Thinking Skills2024-10-02T06:37:34+07:00Adisak Soisungnoenadisak.soisungnoen@gmail.comWatsatree Diteeyontfeduwtd@ku.ac.th<p>This research aims to design and develop a virtual reality-based instructional plan integrated with scenario-based learning using the Four-D Model for Grade 12 students to enhance computational thinking skills, examine the development of these skills through the instructional approach, and investigate students’ attitudes toward this method. The study involved 32 Grade 12 students from the 2022 academic year at a secondary school under the Nakhon Ratchasima Secondary Educational Service Area Office. Data were analyzed using percentage, mean, standard deviation, and one-way repeated measures ANOVA to assess differences in computational thinking skill scores across three evaluations. The findings revealed statistically significant improvements in students' computational thinking skills at a 0.05 confidence level, and their overall attitude toward the instructional approach was rated highly (x̅ = 4.08, SD = 0.85). </p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/273322The Academic Administration Based on the Four Iddhipada Principles in Educational Institutions under the Office of Udon Thani Primary Educational Service Area 32024-10-02T06:08:25+07:00Namphet Buddeekhambuddeekham001@gmail.comPhrakhruwinaithonworawuth Techathammo (Hianghia)namphet6377@gmail.comSunthon Saikhamnamphet6377@gmail.com<p>This research aimed to study the current state, compare the levels of practice, and propose a guideline for promoting and developing academic administration according to the Four Iddhipāda Principles in educational institutions under the Office of Udon Thani Primary Educational Service Area 3. The study employed a mixed-methods approach, incorporating both quantitative and qualitative research. The sample included school administrators and teachers from schools under the Office of Udon Thani Primary Educational Service Area 3, with a total of 322 participants. The research tools included a questionnaire and an interview, with quantitative data analyzed using percentages, means, and standard deviations, and qualitative data analyzed using content analysis. The research results were as follows: 1. The current state of academic administration based on the Four Iddhipāda Principles in educational institutions under the Office of Udon Thani Primary Educational Service Area 3 shows that, overall, the average level of practice was high. The breakdown by specific areas revealed that the highest mean was for Viriya, followed by Citta, with the lowest mean for Chanda. This indicates that all respondents wanted to apply the Four Iddhipāda Principles to academic administration in a tangible way. 2. The comparison of academic administration according to the Four Iddhipāda Principles in educational institutions under the Office of Udon Thani Primary Educational Service Area 3 by work experience showed no significant differences in the level of practice overall or in specific areas. 3. The evaluation of the appropriateness of the academic administration guideline based on the Four Iddhipāda Principles in educational institutions under the Office of Udon Thani Primary Educational Service Area 3 indicates that school administrators should be diligent in curriculum development that integrates with local wisdom, create genuine learning processes, and be attentive in selecting appropriate teaching materials. They should be thorough in evaluating students and conduct internal supervision with commitment and care.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/278302The Development of Guidelines for Internal Supervision of the Administrator’s Performance Promotion Center for Educational Management of the Pang Ma Pha District Network (Lang River Basin Group) under the Mae Hong Son Primary Educational Service Area Office 12024-10-15T06:17:34+07:00Apichat Puttawongpichatbrand77-jber@gmail.comSuphaporn Kittiruchadanonpichatbrand77@gmail.comWitthaya Patthanameatadapichatbrand77@gmail.com<p>The research aimed to study the conditions, problems, and methods for developing internal supervision guidelines to enhance the performance of administrators in the educational management promotion center of the Pang Ma Pha District Network (Lang River Basin Group) under the Mae Hong Son Primary Educational Service Area Office 1. The study population consisted of 118 teachers from the Pang Ma Pha District Network and nine experts. The research instruments included questionnaires and interview forms, with data analyzed using mean, standard deviation, frequency, percentage, and content analysis. The findings revealed that the overall internal supervision of administrators was at a moderate level (𝜇 = 3.26). Among the areas assessed, the highest-rated was studying current conditions, problems, and needs (𝜇 = 3.40), followed by planning and determining alternatives (𝜇 = 3.34), evaluating and reporting results (𝜇 = 3.22), performing supervision (𝜇 = 3.19), and creating media, tools, and methods for development (𝜇 = 3.13), respectively. Key problems included the systematic organization of information collection systems related to supervision work, the appointment of committees with clearly defined roles and responsibilities, the use of evaluation tools, summarizing and reflecting performance outcomes, ensuring continuous and consistent supervision, and encouraging supervisees to participate in evaluation processes. To address these issues, the study recommended appointing a committee to survey current conditions, problems, and needs, organizing school-based meetings to explain internal supervision guidelines, producing media and tools aligned with content and objectives, providing training for teachers prior to supervision, and ensuring consistent follow-up and evaluation of supervision results.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/277099Factors Influencing Gender Equality among LGBTQ+ Individuals in Thai Local Administrative Organizations2024-10-02T10:24:40+07:00Chunipha Poedloknimitchunipha@hotmail.comChonnapha Punnanandrchon.cck@gmail.com<p>The research study Factors Influencing Gender Equality among LGBTQ+ Individuals in Thai Local Administrative Organizations aims to 1) examine the relationship between policy implementation organizational structure factors positive organization behaviors and gender equality among LGBTQ+ individuals in Thai local administrative organizations and 2) identify the factors that influencing gender equality among LGBTQ+ individuals in Thai local administrative organizations. This study employs a quantitative survey research design. The sample consists of 400 personnel in Thai local administrative organizations. The research instrument is a questionnaire with an overall reliability value of 0.98 and Corrected Item total Correlation ranging from .414 to .830. The data analysis utilizes frequency, percentage, mean, standard deviation, and tests for data distribution using skewness and kurtosis values, Pearson’s correlation coefficient, and stepwise multiple regression analysis.</p> <p>The findings reveal that policy implementation and organizational structure factors have a low positive correlation with gender equality, while positive organization behaviors have a moderate positive correlation. The factors influencing gender equality are economic social and political conditions in policy implementation explaining 51.3% of the variance, diversity management in organizational structure explaining 24.0% of the variance, and fair recognition and rewards, supportive behaviors among employees in positive organization behaviors explaining 60.7% of the variance, with statistical significance at the .01 level.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/268306The Buddhist Methods for Behavioral Modification and Prevention of Complications from Hypertension in the Elderly in Dan Kwian Subdistrict Chokchai District Nakhon Ratchasima Province2024-10-02T06:34:04+07:00Phrakhru Khantidhammatharijoybenyapa@gmail.com<p>This research article aims to 1) study behavior to prevent complications from high blood pressure in the elderly in Dan Kwian Subdistrict, Chok Chai District, Nakhon Ratchasima Province; 2) study Buddhist methods to change behavior to prevent complications from high blood pressure in the elderly in the Dan Kwian Subdistrict, Chok Chai District, Nakhon Ratchasima Province; 3) present Buddhist methods to participate in changing behavior to prevent complications from high blood pressure in the elderly, Dan Kwian Subdistrict, Chok Chai District, Nakhon Ratchasima Province, through the qualitative research conducted with 13 key informants. The research instrument was an interview form which used a descriptive data analysis method. The research findings revealed key insights into preventing complications from high blood pressure in the elderly. Firstly, behaviors that promote health include consuming local vegetables readily available in daily life, participating in group exercise activities, and ensuring medication adherence through activities organized by village health volunteers. Additionally, fostering acceptance of life's realities and adopting illness prevention measures are critical. Secondly, Buddhist methods play a significant role in modifying behavior, emphasizing mindful eating, awareness of body movements, and understanding health problems caused by illness to encourage preventive actions. Lastly, the application of Buddhist principles involves fostering cooperation between the government and the Sangha to prevent and reduce recurrent illnesses among monks with high blood pressure. Furthermore, collaboration between village health volunteers and Subdistrict Health Promotion Hospitals is essential to establish shared strategies and directions for improving health outcomes.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/276175Behavior of Social Media Usage for Working and Information Perception of the Director, Primary Level of the Ministry of Education and Sports of the Lao People’s Democratic Republic2024-10-03T15:24:38+07:00Sengphachanh Phachanhsengphachanh.ph@ku.thSatreethai Poommaiecstp@ku.ac.thOnanong Phewnilfgraonp@ku.ac.thNoppawan Semvimolecnws@ku.ac.th<p>This research focuses on studying and comparing the behavior of people using social media for work and information perception between Director of Division and Deputy Director of Division at the Director, Primary Level of the Ministry of Education and Sports of the Lao People's Democratic Republic (Lao PDR) and studies their interest to receive news and information through social media on quantitative approach. An online survey on 77 people was carried out using questionaries on Google Form from October 2023 to January 2024. The data were examined and illustrated according to the frequency, percentile, average and standard deviation. Moreover, the independent-samples T-test for differential analysis with a statistical significance at 0.05. The results of the research showed that 83.12% of combined total used WhatsApp for working and information perception. The comparative results of the hypothesis testing between Director of Division and Deputy Director of Division show that five of the social media usage habits were similar with a statistical significance at 0.05. However, the “Frequency of Media Use” part was varying. Besides these, 92.21% of candidates chose to receive online information, 48.05% preferred to receive via Facebook and 55.84% preferred to receive information in infographic format.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/271799The Development of Guidelines for Internal Supervision of School the Office of Khon Kaen Primary Educational Service Area 52024-10-02T06:29:50+07:00Thanachai Wiangthiamkhwaaof252528a@gmail.comSayan Phanoiaof252528a@gmail.comJiraporn Wicharapoteaof252528a@gmail.com<p>This research aimed to examine the current conditions, desired conditions, and the need for guidelines for internal supervision in schools under the Khon Kaen Primary Educational Service Area Office, Area 5. Using a mixed-methods approach, the study involved a sample of 325 administrators and teachers, determined through Krejcie and Morgan's table and selected via proportional stratified random sampling. Data collection utilized a questionnaire with a 5-point rating scale, and analysis included frequency, percentage, mean, and standard deviation, along with the Priority Needs Index (PNI Modified) to prioritize needs. The findings revealed four key guidelines for internal supervision: (1) developing systems to promote and support teachers in organizing effective teaching and learning activities (PNI = 1.00); (2) ensuring supervision is based on democratic principles (PNI = 0.38); (3) fostering good human relations and boosting teacher morale (PNI = 0.35); and (4) using supervision to stimulate, coordinate, and guide professional growth (PNI = 0.34). Furthermore, the development of guidelines resulted in four key strategies with 12 indicators, which were evaluated as highly appropriate, feasible, and highly utilizable.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/273866Result Based Management According to the Four Iddhipāda Dhammas of School Administrators Under Office of the Promotion of Non-Formal and Informal Education, Udon Thani Province2024-10-02T06:07:04+07:00Pakin Phinitmontiphattaraphonphinitmonti@gmail.comSamrit KangpengPhattaraphonphinitmonti@gmail.comKasem SaengnontPhattaraphonphinitmonti@gmail.com<p>This research aimed to: 1. study results-oriented administration according to the Four Iddhipāda Principles by educational institution administrators under the Udon Thani Provincial Office of Non-Formal and Informal Education, 2. explore guidelines for results-oriented administration according to the Four Iddhipāda Principles for educational institution administrators in the same organization. This study used a mixed-methods approach, combining quantitative and qualitative research. The quantitative aspect involved a survey (questionnaire) with 240 respondents, while the qualitative aspect used interviews with 12 key informants. Data analysis for the quantitative part used frequency distribution, percentage, mean, and standard deviation, while the qualitative part employed content analysis. The research results were as follows: 1. The results-oriented administration according to the Four Iddhipāda Principles by educational institution administrators under the Udon Thani Provincial Office of Non-Formal and Informal Education, was at the highest level overall and across all individual aspects. 2. The key guidelines for results-oriented administration according to the Four Iddhipāda Principles include: (1) establishing a management system for budget administration across each fiscal quarter, ensuring proper allocation and analysis based on budget management systems (E-budget); (2) considering the results of non-formal education at the basic education level, including the academic achievement of non-formal students; (3) creating a school management system that encourages staff participation and collaboration; (4) designing learning experiences that focus on knowledge, skills, and morals in continuous education; (5) promoting a range of non-formal educational activities and programs to enhance the knowledge, skills, or experiences of service recipients.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/278012The Application of the Nine Key Principles of the Palangjit Dharma Jakrawarn Institute (PDJ Institute) Integrated with 7 Sappurisa-Dhamma to Enhance Positive Communication in Promoting the Health and Wellness Tourism Policy of the Ministry of Tourism and Sports2024-10-02T05:40:00+07:00Thiwara Rojanaskulked ong54roj@gmail.com<p>The application of the Nine Key Principles of the Palangjit Dharma Jakrawarn Institute (PDJ Institute) with the 7 Sappurisa-Dhamma for effective positive communication in promoting the health and wellness tourism policy of the Ministry of Tourism and Sports includes the following: 1. Perseverance in Communication: This fosters the skill of self-assessment, enabling individuals to adapt and adjust communication strategies effectively for positive communication. 2. Rational and Clear Communication: Emphasizes presenting accurate and clear factual information. 3.Understanding in Communication: Promotes positive communication by encouraging self-improvement and adjusting communication methods to align with the characteristics and needs of the target audience. 4. Critical Communication: Involves using appropriate communication techniques and skills that are adaptable and contextually relevant. 5.Problem-Solving Communication: Utilizes systematic thinking and planning to address potential issues that may arise during the communication process. 6. Positive Goal-Oriented Communication: Aims to foster cooperation and build good relationships. 7.Leadership in Communication: Seeks to establish leadership in health and wellness tourism communication, enhancing credibility. 8. Positive Communication through Respect and Acceptance of Differences: Focuses on acknowledging and respecting diversity. 9. Public-Spirited and Sharing Communication: Emphasizes collaboration and sharing of information and knowledge, fostering mutual understanding. </p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/278526 The Integration of Sappāya Dhamma Principles for the Management of Learning Resources2024-10-23T07:41:14+07:00Thanida Pooljarainthanidapooljarain@gmail.com<p>This article presents the integration of Sappāya Dhamma principles for the management of learning resources, aiming to encourage learners to develop methods for seeking knowledge, promote meaningful and impactful learning, and directly benefit the learners. The development and enhancement of learning resources are considered an integral part of the educational process and curriculum framework, emphasizing opportunities for students to learn from diverse sources both inside and outside the school. The framework includes four types of learning resources: (1) real-life learning environments, (2) reference and study-based learning resources, (3) human-based learning resources, and (4) real-world situational learning resources. These are integrated with the Sappāya Dhamma principles in Buddhism, which comprise seven aspects: (1) Āvāsa-Sappāya (suitable living environment), (2) Gocara-Sappāya (appropriate surroundings or paths), (3) Bhassa-Sappāya (constructive communication and listening), (4) Puggala-Sappāya (suitable companions), (5) Bhojana-Sappāya (appropriate food), (6) Utu-Sappāya (favorable climate), and (7) Iriyāpatha-Sappāya (comfortable postures and movement). The aim is for educational institutions to efficiently manage learning resources to enhance teaching and learning, fostering sustainable growth and long-term prosperity.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279140Artificial Intelligence (AI) : With the Modern Supervision Model2024-12-01T05:54:34+07:00Budsakorn Wisetsombutbudsakornwiset@gmail.comJomphong Mongkhonvanitbudsakornwiset@gmail.comPallop Piriyasurawongbudsakornwiset@gmail.comPrachyanun Nilsookbudsakornwiset@gmail.com<p>This article aims to study artificial intelligence (AI) and modern supervision models to support teachers in managing learning across six areas: (1) development of educational institution curricula, (2) integration of knowledge and teaching science in planning and organizing learning to enhance students' intelligence, critical thinking, and innovation skills, (3) care, assistance, and development of individual learners according to their potential, (4) organizing activities and creating a learning atmosphere where students can enjoy learning while prioritizing their health, (5) conducting research, creating innovations, and applying digital technology to enhance student learning, and (6) working collaboratively with others and participating in professional development activities. Despite existing research on supervision, no comprehensive study has explored a teaching supervision model using AI to broadly develop teachers' learning management practices. Findings from the study reveal that AI can effectively enhance the supervision process. The proposed model for teaching supervision using AI involves six steps: (1) analysis, (2) planning, (3) creation of media and communication tools, (4) implementation, (5) follow-up supervision, and (6) reporting results and reflection. The knowledge gained can serve as a guideline for developing teaching supervision models leveraging AI, shaping policies, and guiding future research and development in this field.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/278474Navigating the Past, Present, and Future of Taiwan's Restaurant Management Education: An In-depth Analysis2024-12-03T09:24:12+07:00Feng Chi- Hunglimcukk@hotmail.comChiu Tsui-HuaNiraj_rs@outlook.com<p>This paper aims to delve into the historical development and future prospects of restaurant management education in Taiwan, reflecting on its role in societal and economic transformations. It provides insights into the evolution of talent cultivation models within the Taiwanese food service industry and the challenges it faces, drawing on valuable perspectives from studies such as Chen's (2020) which offers insights for more effective course design. Liu's (2019) work discusses the dynamic relationship between education and industry growth, emphasizing the significance of education in driving industry advancements. Additionally, innovative strategies for optimizing Taiwan's culinary education system have been proposed by Chen (2020). The impact and efficacy of restaurant management education globally is also highlighted, through references to international journal articles like Kwon & Kim (2015), Li & Wang (2017), Thompson & Smith (2016), Park & Cho (2018), and Zhang & Li (2019), showcasing practical implementations and outcomes of such education across diverse cultural contexts, as well as its adaptability and challenges within a globalized setting. In conclusion, this paper seeks to provide a comprehensive and deep analysis framework that can offer valuable insights and guidance for the advancement and innovation in the field of restaurant management education not only in Taiwan but also globally, aiming to promote continuous development in this domain.<br><br></p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279129The Guidelines for Driving the Innovative Educational Area’s Schools through the PDCA Cycle of Educational Institutions under the Mae Yuam-Mae Khong Educational Administration Center, under the Mae Hong Son Primary Educational Service Area Office 22024-12-02T10:30:03+07:00Teerasak Aupakitballaupakit@gmail.comSuphaporn Kittiruchadanonballaupakit@gmail.comWitthaya Patthanameatadaballaupakit@gmail.com<p><strong>Abstract</strong></p> <p>This mixed-method research aimed to 1) study the conditions and problems of driving innovative education area schools through the PDCA cycle and 2) propose guidelines for driving innovative education area schools through the PDCA cycle in educational institutions within the Mae Yuam-Mae Khong Educational Administration Center, under the Mae Hong Son Primary Educational Service Area Office 2. The population included 182 school administrators and teachers from the Mae Yuam-Mae Khong Educational Administration Center and nine experts. Data were collected using questionnaires and interview forms and analyzed using frequency, percentage, mean, standard deviation, and content analysis. The findings indicated that the overall conditions of driving innovative education area schools through the PDCA cycle were at a high level (𝜇 = 3.82, 𝜎 = 0.47). Academic administration ranked the highest, followed by general administration, personnel administration, and budget management. Key problems included the lack of opportunities for teachers and educational personnel to communicate with network partners to acquire knowledge about educational innovation, the absence of computer resources for communication and educational technology development, and insufficient development of educational media, innovation, and technology to support transitions to the new normal. Recommended guidelines include providing computer resources for communication and innovation development by allocating an appropriate budget, organizing professional learning community activities to enhance teacher development, and establishing an information system to streamline activity management and workload.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279527The Guidelines for Driving Happy Schools Under the Secondary Educational Service Area Office Bangkok 22024-11-30T04:58:38+07:00Mayuree Intarachotmayuree@horwang.ac.thSiriporn Thongkaewmayuree@horwang.ac.thSubin Yurarachmayuree@horwang.ac.th<p>The objectives of this research were to: 1) examine the level of happy school implementation in schools under the Secondary Educational Service Area Office Bangkok 2, 2) identify factors influencing the implementation of happy schools, and 3) propose guidelines for promoting happy school initiatives. This mixed-methods study involved 361 participants, comprising 15 school administrators and 346 teachers, selected through stratified random sampling. A questionnaire with a reliability coefficient of 0.987 was used as the research instrument, and data were analyzed using mean, standard deviation, and multiple regression analysis. The findings indicated that: 1) the overall level of happy school implementation and its individual aspects were rated at the highest level, 2) age and experience were statistically significant factors influencing the happy school drive at the .05 level, while gender, position, and educational consortium showed no statistical significance, and 3) guidelines for driving happy schools included primary approaches such as personnel capacity development and human resource management based on expertise, as well as supporting strategies like promoting gender equality in schools, integrating work across positions, and fostering collaboration between educational consortiums.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/278871The Approaches to Developing Active Learning Management of Teachers in Pa Pae Educational Management Center under the Mae Hong Son Educational Service Area Office 22024-12-02T15:47:45+07:00Somjai Panyasangobnaradee9090@gmail.comNonthawat Yuthawongnaradee9090@gmail.comWitaya Putmetadanaradee9090@gmail.com<p>The research aimed to 1) study the conditions and problems of active learning management of teachers in Pa Pae educational management center under the Mae Hong Son primary educational service area office 2, and 2) find guidelines for developing active learning management of teachers in Pa Pae educational management center under the Mae Hong Son primary educational service area office 2. The population consisted of 97 administrators and teachers in Pa Pae educational management center and 9 experts. The instruments used were questionnaires and interview forms. Data were analyzed by finding percentages, frequencies, means, standard deviations, and content analysis. The results of the research found that: The overall active learning management of teachers was at a high level (<em>m</em> = 3.82). Problems with active learning management of teachers were that teachers did not specify the format and teaching methods that emphasized students’ hands-on practice, did not use questions to stimulate them to think and find answers actively, and teachers did not analyze the curriculum and set appropriate activities. Guidelines for developing active learning management of teachers should be to organize learning by allowing students to learn from actual practice, design learning activities together with students, have activities to build skills, allow students to express their opinions, seek correct information, analyze students’ ability levels, and allow them to determine the direction of their own study interests, in line with the needs of the students. and create understanding with learners, analyze learners' needs and design individual learning, create semester learning plans and various activity plans for learners to do, emphasize on practicing to develop necessary skills, and should hold a meeting to clearly inform teachers of the proactive learning management policy before the first day of the semester.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279557Evaluation of the Independent Career Promotion and Income Earning While Studying Project for Junior High School Students at Bansunyoong School, under Nakhon Si Thammarat Primary Educational Service Area Office 12024-12-02T10:37:00+07:00Supattra Nootong-Insupattrabobo745@gmail.comThanatcha Rattanaphantsupattrabobo745@gmail.comNopparat Chairuengsupattrabobo745@gmail.com<p>This research applied the CSE Model to evaluate the system, planning, implementation, improvement, and acceptance of the project. The participants included one school administrator, two project coordinators, three homeroom teachers, 41 students, and 38 parents, selected through purposive sampling. The instruments used were questionnaires and interview guides, and data analysis involved percentage, mean, standard deviation, and content analysis. The findings revealed that the overall evaluation of the project system, planning, and implementation was rated at a high level. The general condition of the project received the highest mean score in system assessment, while curriculum and activity content ranked highest in planning. Similarly, the assessment and evaluation process scored highest in implementation. Weaknesses identified included time constraints and insufficient materials and equipment for activities. Suggested improvements included extending the training period, discussing budget allocation and procurement, and creating opportunities for the community to sample or provide feedback on products to enhance quality. The overall acceptance of the project also received the highest average score, with students demonstrating outstanding diligence, perseverance, and commitment to tasks assigned during the training.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279209The Factors Promoting Membership of Teacher's Professional Learning Communities in Educational Institutions under the Secondary Educational Service Area Office Bangkok 22024-12-02T10:32:06+07:00Titirat Somngam Titirat.gee@gmail.comKosol MeekunTitirat.gee@gmail.com<p>This research aimed to 1) examine the relationship between groups of external and internal variables that promote teachers’ professional learning community (PLC) membership in educational institutions under the Office of the Secondary Education Service Area 2, Bangkok, and 2) analyze how external and internal factors explain teachers’ PLC membership using these variable groups. The sample consisted of 99 teachers under the Office of the Secondary Education Service Area 2, Bangkok. Data were collected using a 6-level rating scale ranging from "most true" to "not true at all," with discriminating power (r-Item Total Correlation) ranging from .290 to .797 and a reliability score by Cronbach’s alpha coefficient of .959. Data analysis employed basic and inferential statistics for hypothesis testing. The results showed that the relationship between the four variable factors was mostly moderate (r = .429 to .717, P<.01), and the relationship between these variables and teachers' PLC membership was moderate to high (r = .603 to .756, P<.01). Predictive analysis revealed that internal factors, specifically knowledge and understanding of member roles (X₁) and attitudes toward professional learning communities (X₂), explained 64% of teachers' PLC membership. When external factors, such as administrators' perception of academic leadership (X₃) and support from colleagues (X₄), were added, the explanatory power increased to 68.5%, representing a 4.5% improvement over internal factors alone.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279340Organizational Culture Affecting the Management Effectiveness of Opportunity Expansion Schools in the Nakhon Si Thammarat Primary Educational Service Area Office 42024-11-20T12:12:00+07:00Hansaporn Srisara6355701033@nstru.ac.thThanatcha Rattanaphantthanatcha_rat@nstru.ac.thSupap Temratsupap.temrat@gmail.com<p>The purposes of this research were to study the organizational culture that affects the management effectiveness of opportunity expansion schools in the Nakhon Si Thammarat Primary Educational Service Area Office 4. The sample used in the research consists of school administrators and teachers stationed at opportunity expansion schools, totaling 232 people. The tool used was a questionnaire with a reliability value of 0.97. The statistics used for data analysis included frequency distribution, percentage, mean, and standard deviation. (S.D.) Pearson’s product moment correlation coefficient, multiple regression analysis, and content analysis techniques. The research results were found that: Organizational culture (X<sub>tot</sub>) and the management effectiveness of opportunity expansion schools (Y<sub>tot</sub>) in the Nakhon Si Thammarat Primary Educational Service Area Office 4 was found to be a very high positive correlation (r=0.837) with statistical significance at the .01 level. All seven organizational culture variables significantly affect the management effectiveness of opportunity expansion schools in Nakhon Si Thammarat Primary Educational Service Area Office 4 at the .01 statistical level. Together, they can predict the management effectiveness of opportunity expansion schools in Nakhon Si Thammarat Primary Educational Service Area Office 4 at 92% (R<sup>2</sup> = .920) with statistical significance at the .01 level.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279438The Innovative Leadership of School Administrators Affecting the Performance of Private School Teachers under the Office of Education, Nakhon Si Thammarat Province2024-11-25T10:32:08+07:00Keattiwong Srisung6355701029@nstru.ac.thThanatcha Rattanaphant6355701029@nstru.ac.thSupap Temrat6355701029@nstru.ac.th<p>This research aimed to study the innovative leadership of administrators, the performance of teachers, the impact of innovative leadership on teacher performance, and the relationship between innovative leadership of administrators and the performance of private school teachers under the Office of Education, Nakhon Si Thammarat Province. The sample consisted of 515 private school administrators and teachers during the 2023 academic year, with data collected via a questionnaire and analyzed using mean, standard deviation, and multiple regression analysis. The findings revealed that innovative leadership of administrators was rated highly overall, with the highest mean score for creative thinking and the lowest for creating an innovative organizational climate. Teacher performance was also rated high, with the highest mean for an innovative organizational climate and the lowest for individual capacity development. The relationship between innovative leadership and teacher performance showed a very high positive correlation (r = .869) with a statistically significant positive relationship (p < .01) across all dimensions, particularly in creating an innovative organizational climate (r = .772) and having a vision for change (r = .767).</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279404The Effects of Problem-based Learning Approach on Junior High School Chinese Students’ English Speaking Skill2024-11-27T11:12:24+07:00Yanru Gaogaoyanru5391@gmail.comAnchalee Chayanuvat1049373378@qq.com<p>This study aimed to explore the impact of using Problem-Based Learning (PBL) on improving the English-speaking skills of eighth-grade students in Chinese public schools and to investigate students' satisfaction with the application of this teaching method in English classes. A mixed-methods approach was employed, combining both quantitative and qualitative data analysis: 1) Pre-test and post-test measurements were used to collect quantitative data; 2) Questionnaires; 3) Classroom observation. Statistical methods such as paired sample t-tests and descriptive analysis were utilized to compare means, standard deviations, and percentages. The findings indicated that students’ post-test scores improved after engaging in English speaking activities through PBL, with mean scores increasing from 45.25 to 64.30. The t-test result was -31.74, and the p-value (Sig. one-tailed) was below 0.005. The questionnaire results showed that students were most satisfied with "Course structure and content" (x̄ = 4.74), followed by "Teaching methods and interaction" (x̄ = 4.66) and "Learning environment and resources" (x̄= 4.33). Overall, students expressed satisfaction with the use of PBL in English classes. Classroom observation forms indicated high satisfaction in five areas: teaching, teacher personality, learning environment, teaching materials, and facilities. Based on these results, this study recommends the broad implementation of PBL as an effective teaching strategy to enhance English-speaking skills in English language education.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279038The Effects of Collaborative Learning STAD Technique and Multimedia on Learning Achievement and Group Working Behaviors of Faculty Education Students, Thailand National Sports University, Udon Thani Campus2024-12-03T07:57:34+07:00Jirawan Pachobmjirawan@gmail.com<p>The purposes of this research were to: 1) compare learning achievement before and after learning, 2) compare learning achievement after studying with a criterion of 75%, 3) study group working behavior, and 4) examine students' satisfaction with learning using the STAD technique with multimedia. The sample consisted of 24 students from the Faculty of Education, selected through cluster random sampling. The research instruments included: 1) a learning management plan, 2) a learning achievement test with difficulty values ranging from 0.34 to 0.64, discrimination values ranging from 0.27 to 0.68, and a reliability value of 0.88, 3) an assessment of group working behavior, and 4) a satisfaction questionnaire. Data were analyzed using mean, standard deviation, percentage, t-test for dependent samples, and one-sample t-test. The research results were as follows: 1) The learning achievement of students using cooperative learning with the STAD technique and multimedia was significantly higher after learning than before, at the .01 level. 2) The learning achievement of students exceeded the criterion of 75% with statistical significance at the .01 level. 3) The group working behavior of students learning through the STAD technique with multimedia was rated at a good level. 4) Students' satisfaction with collaborative learning using the STAD technique with multimedia was rated at a high level.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/278493The Development of a Learning Model Using the DCP2C Problem-Solving Process to Enhance Academic Achievement and Problem-Solving Skills in Mathematics on the Topic of Conic Sections for Grade 10 Students2024-12-03T09:23:25+07:00Sombuakom Kongsingsombuakom95@gmail.com<p>This study aimed to investigate the current issues and learning management approaches, develop a learning management model using the DCP2C problem-solving process, and evaluate its application to enhance learning achievement and mathematical problem-solving abilities in conic sections among Grade 10 students. The sample consisted of 37 students from Ban Rai Wittaya School, selected through purposive sampling. The findings revealed that the traditional lecture-based teaching approach limited students' opportunities for hands-on activities and problem-solving skills development, necessitating the creation of a learning model focused on mathematical problem-solving processes. The developed model comprised five key components and a four-step learning process: preparation, problem-solving with DCP2C steps (Define, Collect, Plan, Carry out, Check), reflection, and summary. Experts rated the model's suitability at the highest level. The implementation of the DCP2C model showed high effectiveness, with a performance score of 84.65/85.61, exceeding the 80/80 benchmark. Post-learning achievement and problem-solving abilities significantly improved at a .05 statistical level. Additionally, students expressed the highest level of satisfaction with this learning approach. In conclusion, the DCP2C model proved to be highly effective and suitable for enhancing students' skills and learning outcomes in this topic.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279338Early Intervention Services as Perceived by Parents of Children with Special Needs at Yasothorn Special Education Center2024-12-03T09:19:53+07:00Dokkeaw Manomaidokkeaw.man037l@hu.ac.thNavarat Waichompudokkeaw.man037@hu.ac.th<p>This survey research aimed to examine and compare parents' opinions on the early intervention services provided by Yasothon Special Education Center, categorized by gender, age, education level, and occupation of the parents. The sample comprised 144 parents of students, determined using Krejcie and Morgan's sample size table and selected through simple random sampling via a lottery method without replacement. A five-point Likert scale questionnaire was used as the research instrument, validated for content through an index of item-objective congruence analysis with values ranging from 0.67 to 1.00, and demonstrated reliability with a Cronbach's alpha coefficient of 0.87. Statistical methods for data analysis included percentages, means, standard deviations, T-tests, and one-way ANOVA. The findings revealed that the early intervention services provided by Yasothon Special Education Center were rated as high overall. Parents of different ages and income levels did not significantly differ in their opinions regarding these services. Recommendations for improving early intervention services include implementing an online enrollment system for parents to register their children, re-evaluating disabilities using medical certification as baseline information, involving parents in assessing students' basic abilities, and offering information on basic skills assessment. It is further suggested that an interdisciplinary team provide regular home-based services to enhance the physical development of students with disabilities. The center should also report progress online, develop training manuals or instructional videos for various developmental skills, and establish specialized classrooms to prepare students for inclusive education. </p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/278772The Development of Mathematical Skills in Early Childhood by Organizing Experiences with Question Level of Bloom's Taxonomy2024-12-03T09:18:43+07:00Thipaugson Puttasarinthipaugson.ru@cpru.ac.th<p>This research aimed to: 1) develop early childhood mathematical skills through experiential learning combined with Bloom’s taxonomy questioning techniques, and 2) compare the mathematical skills of early childhood students before and after the implementation of these techniques. The sample consisted of 25 boys and girls aged 4–5 years, enrolled in Kindergarten 3 during the second semester of the 2024 academic year at the Demonstration School (Kindergarten Section), Chaiyaphum Rajabhat University, located in Na Fai Subdistrict, Mueang District, Chaiyaphum Province. The participants were selected using purposive sampling. Research instruments included an experiential learning plan incorporating Bloom’s taxonomy questioning techniques and an early childhood mathematics skills assessment form. The research followed a One-Group Pretest-Posttest Design, and data were analyzed using mean, standard deviation, and dependent t-tests. The findings revealed that experiential learning combined with Bloom’s taxonomy questioning techniques stimulated children's recall, understanding, application, analysis, and synthesis skills by integrating learning activities with everyday life. This approach encouraged children to explore solutions independently while gaining diverse experiences tailored to their individual readiness. The process emphasized learning through play, progressing from simple to complex concepts, thereby laying the foundation for mathematical skill development. The study concluded that early childhood students who participated in experiential learning with Bloom’s taxonomy questioning techniques demonstrated statistically significant improvement in mathematical skills at the .05 level.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/277102The Social Studies Learning Management Model for Cultural Conservation for Grade 7 Students in Schools under Khon Kaen Municipality2024-12-12T04:18:28+07:00Phra Taxi keokalongmanmany.g@gmail.com<p>This research aims to 1) study the conditions, 2) create a model, 3) implement the model, and 4) evaluate the use of the model. The Research and Development (R&D) methodology was employed. The sample group consisted of 268 students, with a focus group of 9 participants and 11 key informants. The research tools used were 1) questionnaires, 2) interviews, 3) the model, and 4) evaluation forms. The data analysis employed frequency, percentage, mean, standard deviation, t-test, and descriptive analysis of the interviews. The research findings are as follows: 1. The overall condition and approach to social studies learning management for cultural conservation were found to be at a high level ( = 4.05, S.D. = 0.12) Interviews with key informants across 5 aspects revealed that the learning management model should include creating an environment that promotes students' access to community culture, raising awareness of the value and importance of culture, studying learners' needs, identifying essential knowledge, designing activities that support experiential learning, selecting appropriate media and tools, and developing content that connects appropriately with the learners' social and cultural context. A variety of assessments of learners' knowledge should also be conducted. 2. The development of the learning management model using the “DC3 STD MODEL” includes the following components 1) Development 2) Cultural understanding 3) Connecting knowledge 4) Community involvement 5) Skills building 6) Teamwork 7) Diversity of cultural perspectives The overall effectiveness of the model was rated at the highest level. 3. The results of implementing the model showed that the post-test achievement scores of the target group students were significantly higher than their pre-test scores at the 0.00 level. The overall rating of the model by the target group was high. 4. The evaluation of the social studies learning management model for cultural conservation across the 5 aspects was rated at a high level overall <em>(</em> = 4.50, S.D. = 0.21).</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279552The Effect of Using Model – Lead – Test Instruction with Picture Books to Develop Toothbrushing Skill of Students with Intellectual Disabilities at the Fundamental Level2024-12-01T05:53:19+07:00Mondech Midthongkammondech16@gmail.comPasuda Pakapol6524442213@rumail.ru.ac.th<p>The objectives of this research were: (1) to develop and assess the quality of Model - Lead - Test instruction with picture books, (2) to compare the toothbrushing skills of students with intellectual disabilities before and after using Model - Lead - Test instruction with picture books, and (3) to study the satisfaction of students with intellectual disabilities toward Model - Lead - Test instruction with picture books. The target group comprised 5 students with intellectual disabilities from 3 to 8 years old, intellectual preparation room 2, Regional Special Education Center 4, Trang, in the academic year 2024, selected through purposive sampling. The research instruments included (1) picture books about toothbrushing skills, (2) an Individual Implementation Plan (IIP) using Model - Lead - Test instruction with picture books, (3) assessment forms of toothbrushing skills of students with intellectual disabilities, and (4) a student satisfaction assessment form. Data analysis using mean, standard deviation, percentage, and percentage of learning progress. The research results showed that: 1.The learning management using Model - Lead - Test instruction with picture books was qualified at the <strong> </strong>highest level. ( x̄<strong> </strong>= 4.67, S.D. = 0.75) 2. The toothbrushing skills of students with intellectual disabilities after learning using <strong> </strong>Model - Lead - Test instruction with picture books were significantly higher than before learning. The toothbrushing scores of all students initially were 22.60 (44.30%) and increased after learning using Model - Lead - Test instruction with picture books to 45.80 (89.79%). The percentage of learning progress increased by 45.49%. 3. Students with intellectual disabilities were satisfied with the Model - Lead - Test instruction using picture books. Overall, the students expressed the highest level of satisfaction. ( x̄<strong> = </strong>4.51, S.D. = 0.50).</p> <p> </p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279382Guidelines for Developing Learning Management in the Learning Loss Situation of Pangmapha Phitthayasarn School under the Mae Hong Son Secondary Educational Service Area Office2024-12-03T08:09:56+07:00Yannapat WilaijanYanapa.yanapa65@gmail.comNonthawat YuthawongYanapa.yanapa65@gmail.comWitthaya PatthanameatadaYanapa.yanapa65@gmail.com<p>This research is mixed-method research. The objectives are 1) to study the conditions and problems of learning management in the learning loss situation and 2) to find a way to developing learning management in the learning loss situation of Pangmapha Phitthayasarn school, under the Mae Hong Son secondary educational service area office. The population is 41 administrators, teachers, instructors, and basic education committee members, and 9 experts. The tools used are questionnaires and interviews. Data were analyzed using descriptive statistics, including frequency, percentage, mean, standard deviation, and content analysis. The results of the research found that the learning management conditions in the learning loss situation were at a moderate level (μ = 3.18, σ = 0.25), ranked from highest to lowest as follows: teachers, learning activities, curriculum and curriculum implementation, student measurement and evaluation, and media and educational technology respectively. The learning management problems in the learning loss situation are: curriculum development to keep up with changes to develop students, budget allocation for internet network development for access to learning resources, determination of activities appropriate for learning units, and opportunities for stakeholders to participate in curriculum development. and using learning outcomes to consider and judge criteria systematically, respectively. Guidelines for developing learning management in the learning loss situation should support teachers in developing themselves to have knowledge and experience, organize activities taking into account the knowledge and abilities of learners and individual differences, create an atmosphere conducive to learning, use classroom research to solve problems and develop learning management, and use evaluation results to develop the quality of learning management to be consistent with a learner-focused curriculum.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279511The Development of Active Learning Management Skills for Science and Technology Subject Teachers in Grade 4 Private Schools in Khon Kaen Province Using a Coaching and Mentoring Systematic Supervision Process2024-11-28T17:10:54+07:00Jinkawee Sangarunjinkawee@gmail.com<p>The educational supervision aimed at developing Grade 4 Science and Technology teachers' active learning management skills in private schools under the Khon Kaen Provincial Education Office had two objectives: (1) to develop active learning management skills for Grade 4 Science and Technology teachers in private schools in Khon Kaen Province through a Coaching and Mentoring systematic supervision process, and (2) to evaluate teacher satisfaction with the supervision process. The target group included 11 Grade 4 Science and Technology teachers from three private schools, selected through purposive sampling. The supervision process incorporated the principles of Kalyanamitra Dhamma (Good Friends Principles) within the Coaching and Mentoring framework. The educational supervision was conducted in four phases: Phase 1 – Planning, Phase 2 – Implementation of the Supervision Plan, Phase 3 – Assessment of Implementation Results, and Phase 4 – Development/Improvement. The results revealed that active learning activity design skills had an average score of 4.62, active learning management plan skills had an average score of 4.52, the professional learning community (PLC) had an average score of 4.64, and teacher satisfaction scored 4.74, all at the highest level. These results indicate that the Coaching and Mentoring systematic supervision process, integrated with the Kalyanamitra Dhamma principles, was highly effective in enhancing the active learning management skills of teachers.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279446The Relationship Between Motivation to Participate in Sports Activities for Athletes Success in Sports Competitions at the National Sports University “Physical Education Games”2024-12-03T07:58:57+07:00Anan Semornsuwansemornsuwan@gmail.comSuriyaporn Kaopaiboonsuri.tnsu@gmail.com<p>This descriptive research, utilizing a correlational research design with an explanatory approach, aims to study and examine the relationship between motivation to participate in Physical Education Games and the success of athletes. Data were collected through a survey using a structured questionnaire on the motivation of athletes to participate in the physical education games. The participants were thletes who won medals in the competition. The sample size was determined using Krejcie and Morgan’s table, and 317 participants were selected through two-stage cluster sampling from four regions and nine campuses of the National Sports University. Data were analyzed using frequency, percentage, mean, standard deviation, and Spearman's correlation coefficient, with the level of statistical significance set at 0.05. The research findings revealed that: the motivation to participate in the Physical Education Games among athletes who achieved success was as follows: Achievement/recognition motivation was very high, with a mean score of 4.27 (SD=0.90. Teamwork motivation was the highest, with a mean score of 4.32 (SD=0.87. Physical fitness motivation was also very high, with a mean score of 4.40 (SD=0.81). Mental fitness motivation had a mean score of 4.23 (SD=0.86). Social activity motivation was very high, with a mean score of 4.25 (SD=0.87). Excitement/fun motivation was very high, with a mean score of 4.44 (SD=0.81). Expression motivation was high, with a mean score of 4.12 (SD=0.95). Participation motivation was very high, with a mean score of 4.35 (SD=0.84). Lastly, skill development motivation was the highest, with a mean score of 4.52 (SD=0.76). The analysis of the relationship between motivation to participate in Physical Education Games and the success of athletes revealed the following: Achievement/recognition motivation showed a positive correlation with success, with statistical significance at the level of P < 0.05 (r=0.18). Teamwork motivation was positively correlated with success, with statistical significance at the level of P < 0.05 (r=0.17). Physical fitness motivation showed a positive correlation with success, with statistical significance at the level of P < 0.05 (r=0.19). Mental fitness motivation also had a positive correlation with success, with statistical significance at the level of P < 0.05 (r=0.20). Social activity motivation was positively correlated with success, with statistical significance at the level of P < 0.05 (r=0.17). Excitement/fun motivation showed a positive correlation with success, with statistical significance at the level of P < 0.05 (r=0.14). Expression motivation also had a positive correlation with success, with statistical significance at the level of P < 0.05 (r=0.17). Participation motivation was positively correlated with success, with statistical significance at the level of P < 0.05 (r=0.19). Finally, skill development motivation showed a positive correlation with success, with statistical significance at the level of P < 0.05 (r=0.11).</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/278600The Administration of Student Caring System School in Khlong Sam Wa District Under Bangkok Metropolitan Administration2024-12-03T09:22:43+07:00Pinyaphat Jeamruaen wan123sweet@gmail.comTharin Rasanondtharin.ra@up.ac.th<p>The objectives of this research were: 1) to study the administration of the student care and support system based on school teachers’ opinions, and 2) to compare the administration of the student support system in schools in the Khlong Sam Wa District under the Bangkok Metropolitan Administration according to teachers' perceptions, classified by educational level, work experience, and size of the educational institution. The sample group included 252 teachers from schools in the Khlong Sam Wa District, selected through stratified random sampling. The research instrument was a 5-point Likert scale questionnaire with content validity ranging from 0.67 to 1.0 and a reliability coefficient of 0.99. The Statistics used to analyze the data were frequency, percentage, mean, standard deviation, t-test, One way ANOVA and testing for pairwise differences by Scheffé's method. The research results were as follows: 1) the study on the administration of the student care and support system revealed that teachers' opinions were at a high level overall and in each aspect. Ranked from highest to lowest mean, the aspects were: knowing students individually, preventing and solving student problems, promoting students, and student screening and forwarding, respectively. 2) Comparing the administration of the student support system in schools in the Khlong Sam Wa District under the Bangkok Metropolitan Administration, based on teachers' perceptions classified by educational level, work experience, and size of educational institution, showed no significant differences overall or in each aspect, except for the size of the school. The difference was statistically significant at the .05 level, with large schools having more robust student support systems compared to medium-sized and small schools.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/278602The Administrative Model for the Staff’s Competency Development of Division Student Development in Higher Education Institutes to Develop College Students in the 21st Century2024-12-03T09:21:53+07:00Prasat Chumphonsiangmiang50@gmail.comKosol Meekun siangmiang50@gmail.comVipaporn Poovatanakul siangmiang50@gmail.comTharin Rasanondsiangmiang50@gmail.com<p>This research aimed to 1) identify the key causal factors influencing the competencies of student development staff in higher education institutions, 2) examine the competency development models for these staff members, and 3) design and evaluate the practical applicability of an administrative model for competency development. A mixed-methods approach combining quantitative and qualitative research was employed, involving 280 student development staff members selected using stratified random sampling. The research instruments included 11 standardized assessment tools with reliability (α = .900 to .916) and an evaluation form for the administrative model. Statistical analyses comprised descriptive and inferential statistics, including t-tests, one-way ANOVA, multiple regression, and path analysis. The findings revealed that key causal factors influencing staff competencies included external factors such as (1) support from close associates, (2) the university environment, (3) governance by administrators, and (4) university culture, as well as internal factors like self-efficacy in student development work, collectively explaining 58.5% of the variance in staff competencies. The proposed competency development model was empirically validated, explaining 98.3% of the variance (R2 × 100), while the administrative model was rated by experts with average scores exceeding 92%, surpassing the evaluation threshold of 70/75.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/278603The Relationship Between Teachers’ Competency and Academic Performance of Teachers in the 21st Century in Klong Sam Wa District Schools Under Bangkok Metropolitan Administration2024-12-03T09:21:18+07:00Siriphon Boonpha s.boonpha@gmail.comTharin Rasanonds.boonpha@gmail.com<p>This research aimed to: 1) study the competencies of teachers in Klong Sam Wa District schools under the Bangkok Metropolitan Administration, 2) examine the academic performance of teachers in the 21<sup>st</sup> century in these schools, and 3) explore the relationship between teacher competencies and academic performance in the 21<sup>st</sup> century. The sample consisted of 253 teachers selected using stratified random sampling. The research employed a five-point Likert scale questionnaire with content validity (IOC = .67–1.0) and reliability (α = 0.98). Data were analyzed using frequency, percentage, mean, standard deviation, and Pearson’s correlation coefficient. The findings revealed that: 1) teacher competencies were rated at a high level overall and across all dimensions, with the highest mean score for ethics and professional code of conduct and the lowest for self-development; 2) academic performance in the 21<sup>st</sup> century was also rated at a high level overall, with the highest mean score for learning process development and the lowest for developing educational media, innovations, and technology; and 3) the relationship between teacher competencies and academic performance in the 21st century was moderately high and positively correlated, with a statistically significant correlation coefficient (r = .797, p < .01).</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279752Learning Resource Model Based on The Principles of Sappāya Dhamma for Secondary School Under the Office of The Secondary Educational Service Area Bangkok2024-12-07T12:37:38+07:00Phichayawarat Pooljarainthanidapooljarain@gmail.com<p>This research aimed to: 1) study the needs assessment of learning resources in secondary schools under the Secondary Educational Service Area Office, Bangkok; 2) develop a learning resource model based on the principles of Sappāya; 3) evaluate the model; and 4) present the implementation results. This study employed a mixed-method research approach. The sample consisted of 371 teachers from schools under the Secondary Educational Service Area Office, Bangkok, with 119 teachers participating in the model implementation trial. The target group comprised 15 monks/individuals, and a focus group discussion was conducted with 9 qualified experts. Research instruments included questionnaires, interviews, and focus group discussion guides. The statistics used in the research included frequency, percentage, mean, standard deviation, and qualitative content analysis. The research findings revealed that: 1. The needs assessment of school learning resources across all 7 aspects showed overall opinions at a high level. 2. The semantic model components consisted of principles, objectives, integration, and implementation. 3. The evaluation of the learning resource model based on the principles of Sappāya for secondary schools under the Secondary Educational Service Area Office, Bangkok, was rated at a high level overall. 4. Overall satisfaction was at a high level, with components ranked from highest to lowest as follows: principles, objectives, integration, and implementation, respectively.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279573The Development of Learning Achievement in Thai Poetry Writing for Matthayomsuksa 2 Students Through a Cooperative Learning Model Using Team Games Tournament with Board Games2024-12-02T15:57:57+07:00Sutatip Katkosutatip0211@gmail.comPasuda PakapolSutatip0211@gmail.com<p>This research aimed to 1) develop and evaluate the efficiency of a cooperative learning model using the team games tournament with board games; 2) to compare the learning achievement in Thai poetry writing of Matthayomsuksa 2 students between an experimental group learn through the cooperative learning model using team games tournament with board games and a control group using traditional teaching method; and 3) investigate the satisfaction of Matthayomsuksa 2 students with the cooperative learning model using the team games tournament and board games. The sample group consisted of 73 Matthayomsuksa 2 students from the first semester of the 2024 academic year at Yantakhaw Rat Chanuphatham School, selected through simple random sampling. The research instruments included: 1) Board games; 2) Learning management plans using the cooperative learning model with team games tournament and board games; 3) Learning management plans using traditional teaching method; 4) Achievement tests on the topic of Thai poetry writing; and 5) A student satisfaction questionnaire. Data were analyzed using mean, standard deviation, and independent samples t-test. The results revealed that: 1. The cooperative learning model using team games tournament with board games had an efficiency index of 82.47/85.87. 2. The experimental group, which learned through the cooperative learning model using team games tournament and board games, achieved significantly higher learning outcomes than the control group, with a statistically significant difference at the 0.05 level. 3. The students expressed a very high level of satisfaction with the learning management system. (M = 4.80, S.D. = 0.15)</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279591The Development of Reading Comprehension Skills in English through KWL-Plus Learning Techniques Combined with Educational Games among Matthayomsuksa 4 Students2024-12-03T11:57:46+07:00Dusita Prommeeddusita.pr@gmail.comPasuda Pakapolddusita.pr@gmail.com<p>The objectives of this research were to: (1) develop and assess the efficiency of a learning management approach using the KWL-Plus technique combined with educational games, (2) compare the reading comprehension skills in English of Matthayomsuksa 4 students between the experimental group that learns using the KWL-Plus technique with educational games and the control group that learns through traditional teaching methods, and (3) study students' satisfaction with the learning management approach using the KWL-Plus technique combined with educational games. The sample comprised Matthayomsuksa 4 students at Yantakhaorattachanupatham School during the first semester of the 2024 academic year. The samples were obtained through simple random sampling, with a total of 62 students. The research instruments included (1) the educational games (2) the lesson plans using the KWL-Plus technique combined with educational games, (3) the lesson plans using traditional teaching methods, (4) a reading comprehension skills test in English, and (5) a student satisfaction assessment. Data was analyzed by using the independent samples t-test, mean and standard deviation. The research results showed that: 1) The educational games on the topic of Festivals achieved an efficiency rating of 81.53/82.78, meeting the criterion standard of 80/80. 2) Matthayomsuksa 4 students, which learned using the KWL-Plus technique combined with educational games, scored significantly higher than the control group that learned through traditional teaching methods, with a significance level of .05. 3) Students expressed satisfaction with the learning management approach using the KWL-Plus technique combined with educational games, with an overall rating at the highest level. (x̄=4.81, S.D.= 0.16)</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279593The Development of Learning Achievement in Present Simple Tense for Matthayomsuksa 2 Students Using Cooperative Learning through Team Games Tournament (TGT) Combined with Board Games2024-12-03T12:00:21+07:00Wassaya Sukkaew6524442211@rumail.ru.ac.thPasuda Pakapol6524442211@rumail.ru.ac.th<p>The objectives of this research were: (1) to develop and assess the efficiency of a learning management approach using cooperative learning through Team Games Tournament (TGT) combined with board games, (2) to compare the learning achievement of Matthayomsuksa 2 students between the experimental group learning through cooperative learning with the Team Games Tournament (TGT) combined with board games and the control group learning through traditional teaching methods, and (3) to study students' satisfaction with the learning management approach using cooperative learning through Team Games Tournament (TGT) combined with board games. The sample comprised Matthayomsuksa 2 students at Yantakhaorattachanupatham School during the first semester of the 2024 academic year. It consists of 72 students. The samples were obtained through simple random sampling. The research instruments included (1) board games on Present Simple Tense, (2) the lesson plans on the topic of Present Simple Tense using cooperative learning through Team Games Tournament (TGT) combined with board games, (3) the lesson plans on the topic of Present Simple Tense using traditional teaching methods, (4) a learning achievement test and (5) a student satisfaction assessment regarding the learning management approach using cooperative learning through Team Games Tournament (TGT) combined with board games. Data was analyzed by using mean,standard deviation and independent samples t-test. The research results showed that: 1) The board games on Present Simple Tense achieved an efficiency rating of 80.93/82, meeting the criterion standard of 80/80. 2) The comparison of learning achievement for Matthayomsuksa 2 students shows that the experimental group, which learned using cooperative learning through Team Games Tournament (TGT) combined with board games, scored significantly higher than the control group that learned through traditional teaching methods, with a significance level of .05. (the experimental group x̄=25.19, S.D.=2.30 and the control group x̄=22.25, S.D.=2.89) 3) Matthayomsuksa 2 students expressed satisfaction with the learning management approach using cooperative learning through Team Games Tournament (TGT) combined with board games, with an overall rating at the highest level. (x̄=4.77, S.D.=0.17)</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279767The Effects of Learning Activities on the Topic of Law and Us Using Game-Based Learning Combined with Case Studies on the Learning Achievement and Analytical Thinking Skills for Matthayomsuksa 2 Students2024-12-07T12:39:43+07:00Yosita Kasukyositaks06@gmail.comAlongkorn Ausawasowan yositaks06@gmail.com<p>The objectives of this research are: 1) to compare the learning achievement before and after the learning activities of students who received game-based learning combined with case studies; 2) to compare the learning achievement after the learning activities of students who received game-based learning combined with case studies with those who received traditional learning methods; 3) to compare the analytical thinking skills before and after the learning activities of students who received game-based learning combined with case studies; 4) to compare the analytical thinking skills after the learning activities of students who received game-based learning combined with case studies with those who received traditional learning methods; 5) to study the satisfaction of students who received game-based learning combined with case studies. The target group consisted of 72 Matthayomsuksa 2 Students from Yantakaorattachanupatham School. The research tools included: 1) learning plans using game-based learning combined with case studies, 2) traditional learning plans, 3) a learning achievement test on the topic "Law and Us", 4) an analytical thinking skills test, and 5) a satisfaction evaluation form for students who received game-based learning combined with case studies. The data were analyzed using mean, standard deviation, t-test for independent samples, and t-test for dependent samples. The research results found that: 1) the learning achievement of students who received game-based learning combined with case studies was significantly higher after learning than before learning at the .05; 2) the learning achievement of students who received game-based learning combined with case studies was significantly higher than those who received traditional learning methods at the .05; 3) the analytical thinking skills of students who received game-based learning combined with case studies were significantly higher after learning than before learning at the .05; 4) the analytical thinking skills of students who received game-based learning combined with case studies were significantly higher than those who received traditional learning methods at the .05; 5) the students' satisfaction with game-based learning combined with case studies was at the highest level (x̄=4.89, S.D.= 0.26)</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279255A Study and Analysis the Legends of Urangkathat as a Cultural World Heritage of Mekong Communities2024-12-03T09:20:31+07:00Sasithorn Longlertsasi29.long@gmail.comYukesh Shakyasasi29.long@gmail.com<p>The research objectives are 1) to collect knowledge about the legend of the Urangkathat on both sides of the Mekong River, 2) to study and analyze the traditional beliefs of people on both sides of the Mekhong River about the legend of the Urangkathat, and 3) to study cultural relationships of the people on both sides of Mekong River about the legend of Urangkathat. The main 20 qualitative informants are monks related to Phra That Phonom and Phra That Ing Hang temples, knowledgeable scholars, and local academic local leaders. The study areas include Phra That Phanom temple and Phra That Ing Hang. The study tool is an interview form. The research results were found that: 1. The legend of Urangkathat (Urangkathat Tales) is classified as religious literature contains stories about the history of Buddhism and the country in both Lao PDR and the northeastern region of Thailand. The local people, especially the elderly, will know this legend through telling it as a ‘legend’ that records various stories of Buddhism that spread into both sides of the Mekong River Land. 2. Urangkathat Traditional beliefs of communities nearby Phra That Phanom temple and Phra That Ing Hang temple relate beliefs that the Lord Buddha came to Phu Kamphra for the mission of predicting the location for the relics of the Buddha at Phu Kamphra. 3. People’s beliefs appear in the form of creating Buddhist art in the form of a pagoda and in the form of worship and in appropriated methods on various occasions. The cultural relationship of people on both sides of the Mekong regarding the legend of the Urangkathat relics, including the worship of Phra That such as Bun Phawet, Songkran festival, Boat racing ceremony, Lai Rua Fai festival, Katin merit-making ceremony and Loy Kratong festival.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279982Emotional intelligence of Institution Administrators Sadao District Songkhla Primary Educational Service Area Office 32024-12-14T16:27:47+07:00Poramaporn Bunsiri poramaporn.bun086@hu.ac.thSajanun Kheowvongsriporamaporn.bun086@hu.ac.th<p>This study aimed to achieve the following objectives: (1) to assess the level of emotional intelligence among school administrators in the Sadao District under the Office of Songkhla Primary Educational Service Area 3; (2) to compare the emotional intelligence of these administrators based on demographic factors such as gender, age, work experience, and school size; and (3) to collect recommendations for enhancing the emotional intelligence of school administrators in the same district and educational service area. The sample consisted of 226 participants. Data collection was conducted using a highly reliable instrument with a Cronbach's alpha of .992. The findings revealed the following: 1. The overall emotional intelligence of school administrators, as well as each dimension, was at a high level (Mean = 4.19, S.D. = 0.62). 2. A comparison based on demographic factors, including gender, age, and work experience, showed no significant differences in the overall or dimension-specific emotional intelligence of school administrators. However, emotional intelligence both overall and in specific dimensions varied significantly among administrators working in schools of different sizes, with statistical significance at the .001 level. 3.Recommendations for improving the emotional intelligence of school administrators included: 3.1Supervising agencies should implement training programs to enhance self-awareness among school administrators. 3.2 The Office of Songkhla Primary Educational Service Area 3 should establish preparatory courses on self-awareness as part of the training curriculum for newly appointed school administrators. 3.3 School administrators should foster a collaborative working environment to promote continuous learning and improvement through shared experiences and mutual development.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279745Sufficiency Economy of His Majesty the King: Dimension of Application2024-12-07T12:32:01+07:00Pornchai Wanthumkot.26052520@gmail.comHan ThoatachanPornchaiwanthum@gmial.comPhramaha Jaruwat JirawutthoPornchaiwanthum@gmial.comSettha PhusrisomPornchaiwanthum@gmial.comKasidit NawasereePornchaiwanthum@gmial.com<p>The Sufficiency Economy Philosophy is a philosophy for living that His Majesty King Bhumibol Adulyadej, The Great bestowed upon the Thai people as a guideline for sustainable living and practice. It serves as both a method and a goal for decision-making to achieve progress while maintaining balance and preparing for changes brought about by globalization. Central to this philosophy are moderation, prudence, and the development of resilience, supported by conditions of knowledge and moral integrity. When applied at the individual, family, community, or national level, it fosters strength and sustainability. The Sufficiency Economy Philosophy can be implemented across various levels, including individuals, organizations, communities, and government, as a foundation for national development. This approach leads to resilience and reflects the advancement of a sustainable Thai society for generations to come.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279746Active Learning : Social Studies Teaching and Learning in the 21st Century2024-12-07T12:34:25+07:00Pornchai Wanthumkot.26052520@gmail.comSomkhuan NamseethanPornchaiwanthum@gmial.comPhrakhusunthonwinairotPornchaiwanthum@gmial.comThongkham KetchanPornchaiwanthum@gmial.comPhrakhruthammathon Weerayut KusalacittoPornchaiwanthum@gmial.com<p>Active Learning in social studies teaching for the 21<sup>st</sup> century represents a synthesis of concepts focused on learner-centered approaches. This method of learning aligns with the demands of 21st-century education by shifting the role of teachers to facilitators and empowering students to take a more active role in their own learning. It emphasizes hands-on experiences that allow learners to interact with peers and teachers through collaborative activities both inside and outside the classroom. This approach fosters direct experiential learning, enhancing student engagement and participation. To implement social studies teaching in the 21st century effectively, it is essential to adopt principles, processes, and methodologies that cultivate practical skills through real-world experiences. These skills include knowledge acquisition, moral and ethical development, and social coexistence. Active Learning aims to develop these competencies, enabling learners to apply their knowledge and skills in meaningful ways while fostering values necessary for living harmoniously in society.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279821The Development of Learning Achievement in the Subject of "Law and Life" and Critical Thinking Skills Through a Phenomenon-Based Learning Approach Combined with Online Applications for Grade 9 Students2024-12-10T03:12:21+07:00Tiwaporn Songsritiwaporn0507@gmail.comAlongkorn Ausawasowan tiwaporn0507@gmail.com<p>This research is an experimental study aimed at 1) comparing learning achievement in the subject of "Law and Life" before and after learning among students who received a phenomenon-based learning approach combined with online applications, 2) comparing learning achievement in the subject of "Law and Life" after learning between students who received a phenomenon-based learning approach combined with online applications and those who received traditional learning, 3) comparing critical thinking skills before and after learning among students who received a phenomenon-based learning approach combined with online applications, 4) comparing critical thinking skills after learning between students who received a phenomenon-based learning approach combined with online applications and those who received traditional learning, and 5) studying student satisfaction with the phenomenon-based learning approach combined with online applications. The sample for this research consisted of 68 students at Yan Ta Khao Ratthachanupatham School. The research instruments used for data collection included (1) a lesson plan using a phenomenon-based learning approach combined with online applications, (2) a traditional lesson plan, (3) a test to measure learning achievement in the subject of "Law and Life," (4) a critical thinking skills assessment, and (5) a satisfaction questionnaire. The statistical methods used for data analysis included mean, standard deviation, and t-test analysis (both Dependent Samples and Independent Samples). The findings were as follows 1) Students who received learning management based on phenomena in conjunction with online applications had significantly higher learning achievement in the subject of Law and Life after the lesson compared to before the lesson, with statistical significance at the .05 level. 2) Students who received learning management based on phenomena in conjunction with online applications had significantly higher learning achievement in the subject of Law and Life after the lesson compared to students who received traditional learning management, with statistical significance at the .05 level. 3) Students who received learning management based on phenomena in conjunction with online applications had significantly higher critical thinking skills after the lesson compared to before the lesson, with statistical significance at the .05 level. 4)Students who received learning management based on phenomena in conjunction with online applications had significantly higher critical thinking skills after the lesson compared to students who received traditional learning management, with statistical significance at the .05 level. 5) Students expressed a high level of satisfaction with the learning management based on phenomena in conjunction with online applications, with an overall mean (M) of 4.80 and a standard deviation (SD) of 0.40.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279749Buddhist Innovations in Communicating the Dhamma for Society2024-12-07T12:36:03+07:00Phramaha Witthawat KatamethiPornchaiwanthum@gmial.comPrayoon SaengsaiPornchaiwanthum@gmial.comYitthaveeira SrikanhanonPornchaiwanthum@gmial.com<p>The article "Buddhist Innovations in Communicating the Dhamma for Society" explores the methods of Dhamma communication and the innovative approaches used by the Buddha to address social issues. The findings reveal that Buddhist communication innovations, which blend science and art, were instrumental in resolving social violence during the Buddha's time. These methods resemble a deductive approach, involving the definition and proof of truth, enabling the Buddha to guide dialogues harmoniously. By employing these techniques, the Buddha facilitated reflection on ultimate truths, fostering understanding and promoting social harmony among individuals and communities.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/279768Learning Activities for Strengthening Active Buddhist Characteristics of Upper Primary Students at Wat Weruwan School, Nakhon Sawan Province 2024-12-07T12:41:55+07:00Phramaha Wirat Rungpaophrawirat2531@gmail.comNattachet Phulcharoenwiratr63@nu.ac.th<p>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.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/272625The Elements of Proactive Leadership among Private Islamic School Administrators in the BANI World Era 2024-12-27T09:08:27+07:00Suhairee Beungachasuhairee.b@yru.ac.thNasriyah ArbuSuhairee.b@yru.ac.th<p>This research aims to synthesize the elements of proactive leadership among administrators of private Islamic schools in the BANI World era. The researcher employed a documentary research method, studying academic documents, including textbooks, books, articles, research studies, theses, and electronic documents relevant to and aligned with the study's objectives. The selection of documents was based on specific criteria, and the data were analyzed according to the concepts of Scott (1990, 2006). The findings revealed that the elements of proactive leadership among administrators of private Islamic schools in the BANI World era consist of: 1) teamwork, 2) technology and communication, 3) vision, 4) creativity, and 5) leadership.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/280096A Model for Developing Digital Competence of Students in the Social Studies Curriculum in the Process of Organizing Social Studies, Religion and Culture Learning2024-12-19T06:17:58+07:00Prasat ChumphonSpn010325@gmail.com<p>This research aimed to study the competence and guidelines for developing digital competence of social studies teaching students in the learning process of social studies, religion, and culture. The research methodology consisted of 2 steps. Step 1: Study of digital competence of social studies teaching students. The sample consisted of 160 social studies teaching students. The instrument used was a student digital competence questionnaire with a 5-level rating scale. Data was analyzed with means and standard deviations. Step 2: Study of guidelines for developing digital competence of students. The informants consisted of 5 experts who were selected by purposive sampling. The instrument used was an interview form on guidelines for developing digital competence of students in the learning process of social studies, religion, and culture. Data was analyzed with content analysis. The research results found that 1. The digital competence of students in the Social Studies Teaching Program is at a high level overall. When considering each aspect, it was found that the aspect with the highest average value was digital literacy at a high level, and the aspect with the lowest average value was digital usage at a high level. 2. Guidelines for developing digital competence of students in the social studies teaching curriculum found that the curriculum should support the creation of knowledge and understanding, organize training, disseminate knowledge to students, establish a team with expertise in digital technology, and supervise, monitor, and promote the use of digital technology.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)https://so06.tci-thaijo.org/index.php/jber/article/view/280097A Knowledge Management on Local Wisdom: A Case Study of Ban Non Cotton Weaving Group, Kham Pom Sub-District, Wapi Pathum District, Mahasarakham Province2024-12-19T06:20:09+07:00Parit Sati65011381023@msu.ac.thVanida Promla 65011381023@msu.ac.th<p>The objectives of this research are to: 1) study the local wisdom of cotton weaving of the Ban Non Cotton Weaving Group, and 2) examine the knowledge management processes related to the local wisdom of cotton weaving of the Ban Non Cotton Weaving Group, located in Kham Pom Subdistrict, Wapi Pathum District, Mahasarakham Province. This qualitative research combines survey methods and document analysis. The key informants include eight government officials, nine community scholars and members of the Ban Non Cotton Weaving Group, and three local leaders from the Ban Non area. The research instruments consist of interviews and observational forms. Data collection involved field visits, utilizing both participatory and non-participatory observation, in-depth interviews, and focus group discussions. Data analysis employed descriptive statistics, including frequency, mean, percentage, and analytical description. The findings reveal that: 1) The local wisdom of cotton weaving in the Ban Non Cotton Weaving Group demonstrates the transmission of cotton weaving knowledge from ancestors, primarily used for producing clothing. All women in the community receive this knowledge transfer, accumulating skills and experiences to achieve proficiency. Over time, they adapt or simplify weaving methods to suit environmental and societal changes, reflecting the dynamic nature of the community. 2) Knowledge management of local wisdom in cotton weaving within the Ban Non Cotton Weaving Group involves a structured process comprising six key steps: defining knowledge, seeking additional knowledge, exchanging knowledge, storing knowledge, transferring knowledge, and applying knowledge.</p>2024-12-31T00:00:00+07:00Copyright (c) 2024 Journal of Buddhist Education and Research (JBER)