Journal of Buddhist Education and Research (JBER)

Using the Contemporary Economics Activity Set for Mahachulalongkornrajavidyalaya University Students, Nakhon Phanom Buddhist College

2025-10-10T16:04:17+07:00

This research aimed to 1. develop a set of contemporary economics activities, 2. find the efficiency and compare the academic achievement, and 3. study the satisfaction of students after using the set of contemporary economics activities for students of Mahachulalongkornrajavidyalaya University, Nakhon Phanom Buddhist College. The sample group consisted of 33 students studying at Mahachulalongkornrajavidyalaya University, Nakhon Phanom Buddhist College, in the second semester of 2024, selected using a purposive sampling method. The instruments were a set of contemporary economics activities for students and a satisfaction questionnaire. The research results found that 1. The efficiency of the E₁/E₂ contemporary economics activity package was 76.00/83.33, which was close to the standard criteria of 80/80, indicating that the activity package could effectively develop students' knowledge of contemporary economics. 2. In terms of academic achievement, the post-test scores were significantly higher than the pre-test scores at a statistical level of .05, reflecting that the activity set had a clear effect on students' development of knowledge and understanding of contemporary economics. 3. In terms of student satisfaction, the overall level of satisfaction was at a high level. The topics that students were most satisfied with were being able to apply their knowledge and skills to benefit others, organizing activities appropriately both in terms of time and place, and learning and understanding sustainable business operations.

An Analysis of Relative Clauses found in the Dhammapada of “Treasury of Truth” Translated by Ven. Weragoda Sarada Maha Thero

2026-05-01T12:22:33+07:00

This research was two objectives: 1) to analyze the types and forms of relative clauses found in The Dhammapada by Ven. Weragoda Sarada Maha Thero 2) to determine the frequency of usage of relative clauses in The Dhammapada by Ven. Weragoda Sarada Maha Thero. The study is qualitative research in nature focusing on a documentary method through reading and studying based on the Buddhist book of Dhammapada concerning the topic of the problem taken from 14 stories in the Buddhist Sutta Pitaka of Yamaka Vagga (Twin Verses) presented from the Suttanta Pitaka. The data were collected and used to apply for analysis designed by the researcher under qualitative method from the Dhammapada of stories translated by Ven. Weragoda Sarada Maha Thero. The data analysis led to a comprehensive understanding of the method of the study based on the critical analysis of syntactic knowledge. The result of research found as follow: The textual analysis of fourteen stories revealed that relative clauses constitute a crucial stylistic and grammatical device in Buddhist narrative discourse. Five principal forms were identified: (a) relative pronoun as subject, (b) relative pronoun as object, (c) relative pronoun as object of a preposition, (d) possessive relative clause, and (e) adverbial relative clause of place or time. In addition, reduced relative clauses were also found, reflecting efforts to maintain narrative conciseness. Restrictive relative clauses dominated the text, serving to identify and specify individuals and events, whereas non-restrictive forms provided elaboration and moral emphasis. For the second objective, a total of 86 relative clauses were recorded, averaging 6–7 per story. The relative pronoun as subject was the most frequent type, while the possessive form was least frequent. The most common markers included who, which, that, where, when, and whose. The findings indicate a patterned and consistent distribution, aligning with oral narrative traditions that prioritize cohesion, clarity, and the reinforcement of doctrinal themes. In conclusion, the study demonstrates that relative clauses in the Yamaka Vagga serve a dual function. Linguistically, they enhance syntactic clarity and textual cohesion. Narratively, they embed moral and doctrinal significance into characters and events, highlighting karmic consequences and ethical teachings. The consistent use of relative clauses across all stories underscores their central role in Buddhist narrative style and their importance as a translation strategy in conveying both grammatical precision and spiritual instruction.

An Analysis of Past Tenses found in the Dhammapada of “Treasury of Truth” Translated by Ven. Weragoda Sarada Maha Thero

2026-05-01T12:45:21+07:00

This research investigates the use of past tense constructions in The Dhammapada translated by Ven. Weragoda Sarada Maha Thero, with a focus on the Yamaka Vagga (Twin Verses) section. The research was two objectives: 1). to investigate the types and forms of past tense found in “The Dhammapada” by Ven. Weragoda Sarada Maha Thero 2). to find out the frequency of past forms that occurred in “The Dhammapada” by Ven. Weragoda Sarada Maha Thero. A syntactic and frequency analysis was conducted across fourthteen narratives within the Yamaka Vagga, which are rich in both grammatical structures and doctrinal content. The data were collected and used to apply for analysis designed by the researcher under qualitative method from the Dhammapada of stories translated by Ven. Weragoda Sarada Maha Thero. The data analysis led to a comprehensive understanding of the method of the study based on the critical analysis of syntactic knowledge. The findings reveal that five principal types of past tense constructions are employed: past simple, past perfect, past continuous, passive and causative structures, and complex/compound sentences. Among these, the past simple tense is the most frequently used, primarily to narrate completed events and to convey moral lessons in a clear, direct manner. Past perfect tense constructions are used to provide background context and establish temporal sequencing, while past continuous tense appears less frequently but contributes descriptive detail. Passive and causative forms highlight actions received or caused, reflecting Buddhist notions of causality and karma. Complex and compound sentences further enrich the narrative, aligning with oral storytelling traditions. The frequency analysis identified 34 distinct past tense verbs, with the most frequent being had, was, came, told, saw, and gave. These verbs cluster around three thematic domains: communication (e.g., told, asked), movement (e.g., came, went), and moral action (e.g., gave, attained). Such repetition strengthens cohesion across stories and underscores central Buddhist teachings of generosity, mindfulness, and karmic consequence. In conclusion, the study demonstrates that the linguistic style of the Yamaka Vagga relies predominantly on past simple verbs to ensure narrative clarity, supported by past perfect, continuous, and passive forms for temporal precision and doctrinal emphasis. The findings affirm that past tense constructions serve both narrative and doctrinal functions, effectively linking language use with the transmission of Buddhist values.

The King’s Philosophy: Learning Management to Enhance Student Quality

2026-05-01T13:17:56+07:00

Learning management is a process in which instructors create situations, conditions, or learning activities through interactions between teachers and learners. This helps learners achieve the set objectives and apply their learning experiences, leading to their holistic growth and development—physically, mentally, emotionally, and socially. The learning management of the King’s Philosophy is regarded as the knowledge and wisdom of His Majesty King Bhumibol Adulyadej the Great. It was developed through study, research, and experimentation by integrating "local wisdom" with "universal knowledge" or modern science, resulting in the best practices. His Majesty graciously bestowed these principles through various methods with the aim of development, prevention, or problem-solving for the well-being of the people and all humanity, enabling them to live with stability, peace, and sustainability. This article discusses learning management, the importance of learning management, fundamental principles of learning management, characteristics of effective learning management, components of learning management, learning management planning, models of learning management, the key principles of the King’s Philosophy, and learning management following the King’s Philosophy.

Phonological Problems of English Spoken by Indian Students Studying at Mahachulalongkornrajavidyalaya University

2026-05-01T16:39:05+07:00

This thesis, entitled “Phonological Problems of English Spoken by Indian Students Studying at Mahachulalongkornrajavidyalaya University,” aimed to (1) explore the phonological problems encountered by Indian students and (2) identify ways to improve their English pronunciation. Employing a mixed-method approach, the study involved 20 Indian students, with data collected through interviews, questionnaires, and a pronunciation test of 180 English words focusing on problematic sounds, including consonants, vowels, and words with two and three syllables. The data were analyzed using percentages. The findings revealed that 90% of the students struggled with certain English phonemes, particularly /θ/, /ð/, and /v/, which are absent in many Indian languages, while 65% showed confusion between /v/ and /w/. Suprasegmental issues such as syllable-timed rhythm, monotone intonation, and epenthesis were also observed. In terms of coping strategies, 50% used self-correction, 25% practiced fluency, 15% sought feedback, and 10% avoided difficult words, with 95% reporting that peer practice positively influenced their pronunciation. The pronunciation test indicated that /v/, /θ/, and three-syllable words were the most challenging, whereas sounds like /s/, /ʃ/, and /b/, as well as two-syllable words, were generally produced more accurately.

The Development of a Model for Enhancing Teachers’ Competency in Active Learning Management in the Digital Era to Improve Student Quality at Bansiyaeksomdet School under the Kalasin Primary Educational Service Area Office 3

2026-05-02T10:45:49+07:00

This research and development (R&D) project aimed to: 1) investigate the current status, expected conditions, and essential needs for enhancing proactive learning management competencies of teachers in the digital era to improve student quality at Bansiyaeksomdet School; 2) design and develop a model to enhance these competencies; 3) examine the effects of implementing the model; and 4) evaluate the model’s effectiveness. The study was conducted systematically in four phases: Phase 1 involved assessing the current status and needs of 72 target teachers using questionnaires, with data analyzed by mean (𝜇), standard deviation (σ), and the Modified Priority Needs Index (PNI). Phase 2 focused on model development by five selected experts through documentation and evaluation forms, analyzed using mean and standard deviation. Phase 3 involved piloting the model with 72 teachers and 1,318 students, using pre- and post-assessments of teacher competencies analyzed by mean and standard deviation. Phase 4 evaluated the model's effectiveness with 10 teachers, 306 students, and 306 parents through satisfaction questionnaires, analyzed by frequency, percentage, mean (X̅), and standard deviation (S.D.). The results indicated that teachers’ current competencies were at a moderate level, while the expected competencies were at the highest level, with the greatest need identified in systematic digital learning design and management. The developed model, named the "COACH Model," comprised five components: principles, objectives, processes, evaluation, and success conditions. After implementation, teachers’ learner-centered learning management competency scores significantly increased, positively impacting students who demonstrated improved learning behaviors and higher analytical thinking skills. Additionally, evaluations of the model showed high levels of appropriateness, feasibility, and usefulness. Stakeholder satisfaction was also high, and students’ academic achievement scores increased substantially.

Buddhist Cultural Identity in Khao Kradong, Mueang Buriram District, Buriram Province

2026-05-04T10:30:40+07:00

This article aims to present the identity of Buddhist culture and the role of Buddhism in determining the way of life of the community through the identity of Buddhist culture in Khao Kradong, Mueang Buriram District. Buddhist cultural identity is an important part that reflects the beliefs, way of life, conduct of life, and spirit of Buddhists in each area and each locality. It is a result of the integration of Buddhist teachings, social context, culture, and local environment, resulting in a unique identity that can be found in the art, architecture, rituals, and practices of people in the community. In the context of Thailand, Buddhist cultural identity can be clearly seen through temples, Buddha images, ancient sites, and traditions related to Buddhism, whether it is religious festivals, important ceremonies, or a way of life that adheres to the principles of the Buddha's teachings. A prominent example of the distinctive identity of Buddhist culture in Buriram is the religious sites, religious objects, religious ceremonies, and way of life of groups of people in Khao Kradong Forest Park, Buriram Province, which is a place of historical significance, religion, and nature that blend together perfectly. This article aims to present the identity of Buddhist culture in Khao Kradong by considering the important elements, namely ancient sites related to Buddhism, religious sites, rituals, beliefs, and way of life of people in the area. To lead to a deeper understanding of the role of Buddhism in defining the identity of the community and preserving the valuable culture, traditions and way of life to continue to exist alongside the community.

Research on Promoting Students' Physical Fitness Development Based on the Function of AI Motion

2025-07-31T12:05:05+07:00

This study investigates the effectiveness of AI motion technology—specifically the “Daily Jump Rope” mobile application and the University Physical Fitness Cloud Platform—in enhancing the physical fitness of university students. With growing concerns about sedentary lifestyles and declining health among students, the research addresses a critical need to evaluate innovative, technology-based physical education approaches. A quasi-experimental pre-test/post-test design was employed, involving 70 first-year students (19 males, 51 females, aged 19–22) from Zhanjiang University of Science and Technology. Two classes with similarly low baseline fitness levels were randomly assigned to either an experimental group or a control group, with 35 students in each. Over an 8-week period, the experimental group participated in AI-assisted training using the “Daily Jump Rope” mobile application, while the control group followed traditional physical education routines. Physical fitness was evaluated based on the National Student Physical Health Standards of China, with statistical analysis conducted through descriptive methods and independent sample t-tests. Results indicated that the experimental group experienced significantly greater improvements in endurance, strength, and speed (p < 0.05) compared to the control group. Although flexibility and agility also improved, these gains were not statistically significant. The findings demonstrate that AI-assisted physical training can significantly enhance key components of fitness, offering more personalized instruction, real-time feedback, and data-driven performance monitoring. This suggests strong potential for integrating AI technologies into physical education curricula to support more engaging and effective learning environments. Nevertheless, limitations regarding flexibility and agility improvements highlight the need for longer intervention durations or targeted training strategies. Future studies should consider balanced sampling and broader implementation across diverse educational settings to further validate and refine the use of AI in physical education.

The 21st Century Skill of School Administrators under Prawet District, Bangkok Metropolitan

2025-09-23T11:35:36+07:00

The purposes of this research were 1) to study the 21st century skills of school administrators under Prawet district office, Bangkok Metropolitan Administration 2) to compare the 21st century skills of school administrators under Prawet district office, Bangkok Metropolitan Administration classified by gender, education level, work experience, and school size. The samples consisted of 226 teachers in schools under Prawet district office, Bangkok metropolitan administration in the 2024 academic year which were determined based on the table of Krejcie and Morgan. The samples were selected by stratified random sampling and simple random sampling. The instrument was a 5–rating scale questionnaires with a reliability of .85. The statistics used for the data analysis were frequency, percentage, mean, standard deviation, and t–test, one–way analysis of variance. The research findings were as follows: The 21st century skills of school administrators under Prawet district office, Bangkok Metropolitan Administration, as a whole were at the high level. And The comparison of the 21st century skills of school administrators under Prawet district office, Bangkok Metropolitan Administration classified by gender and education level, Overall were different at a significant level of .05, but the classified by work experience and school size, Overall, they were different.

The Effect of CIRC Cooperative Learning Supplemented with Skill Exercises on the Ability of Reading Aloud and Writing Chinese Vocabulary of Grade 3 Students

2025-09-17T11:32:38+07:00

The objectives of this research were to 1) to compare the ability reading aloud Chinese before and after 2) to compare the ability reading aloud Chinese after to standard 75% 3) to compare the ability writing Chinese vocabulary before and after 4) to compare the ability writing Chinese vocabulary after to standard 75% and 5) to study the satisfaction of grade 3 students towards of CIRC cooperative learning supplemented with skill exercises. The sample consisted of 23 grade 3 students, academic year 2025 at Pitchayabundit 2 School, by cluster random sampling. The research instruments were 1) learning management plan 2) the ability writing Chinese vocabulary 3) the ability reading aloud Chinese 4) skill exercises and 5) satisfaction questionnaire. The statistics for data analysis comprised; mean, standard deviation, t-test for dependent samples and one samples t-test. The results of this research found that; 1. The ability to reading aloud in Chinese after learning was significantly higher than before at the .05 levels. 2. The ability to reading aloud in Chinese after learning was significantly higher than 75% at the .05 levels. 3The ability to writing Chinese vocabulary after learning was significantly higher than before at the .05 levels. 4. The ability to writing Chinese vocabulary after learning was significantly higher than 75% at the .05 levels. 5. The students had the satisfaction towards on IRC cooperative learning supplemented with skill exercises at the high level.

Defect Diagnosis in Mathematics on Sequence and Series for Matthayom Sueksa Five Students in Schools in the Nonthaburi Three Consortium Under the Secondary Educational Service Area Office Nonthaburi

2025-07-31T12:09:13+07:00

In this thesis, the researcher diagnoses the mathematical deficiencies on sequence and series in the aspects of the use of theories, rules, formulas, and definitions; the operations; and the interpretation from questions of Matthayom Sueksa Five students in schools in the Nonthaburi Three Consortium under the Secondary Educational Service Area Office Nonthaburi in the academic year 2024. The sample population was obtained using the technique of proportional sampling (rule of three). The students from each school were the random units to obtain the sample population of 327 students from the total of 2,110 students. The research instrument was a four-option multiple choice diagnostic test in mathematics for Matthayom Sueksa Five students on sequence and series. The quality test of the diagnostic test in a parallel form of twenty pairs of questions, a total of forty items, found that every pair of the parallel questions exhibited the distribution of the answers in consonance with the difficulty index and the discrimination index at a comparable level. The reliability of the whole test of forty items was 0.940. In this research investigation, the researcher employed a computer program for the calculation of the basic statistics of percentage. Findings are as follows: 1) The aspect of the use of theories, rules, formulas, and definitions found that the students under study exhibited defects in not understanding theories, rules, formulas, and definitions at the highest level, 67.60 percent of the members. 2) The aspect of the operations found that the students under investigation exhibited defects in the lack of understanding regarding the calculations and the mathematical operations at the highest level, 65.70 percent of the members. 3) The aspect of interpretation from the questions found that the students under study exhibited defects in translating the meaning of the written language into series at the highest level, 70.30 percent of the members.

A Study of the Communication Formats and Strategies in Propagating Dhamma Through Social Media: A Case Study of Facebook Pages

2026-05-16T08:32:01+07:00

This research aims to 1) study formats and contents used in communicating Dhamma through social media, using Facebook pages as a case study, and 2) examine the linguistic strategies employed in propagating Dhamma through social media, using Facebook pages as a case study. A qualitative research methodology was adopted, focusing on the analysis of data from documents and social media contents from three selected Facebook pages. An analysis and interpretation of content formats and linguistic strategies were guided by theoretical frameworks including communication theories, linguistic theories, Buddhist propagation theories, and concepts related to social media and Facebook pages. The findings revealed that: The study of communication formats and linguistic strategies for Dhamma propagation through social media, based on three Facebook pages - Mytime Kanapos, Dhamma.com, and Kon Tuen Thum - utilized qualitative research methods. A total of 871 content items published between November 2023 and May 2024 were analyzed. The key results are summarized as follows: 1) The formats for communicating Dhamma through social media were categorized into three types: (1) mixed verbal and non-verbal communication, which was the most prevalent with 761 contents (87.37%); (2) verbal communication, with 86 contents (9.87%); and (3) non-verbal communication, with 24 contents (2.75%). Besides, the content types for Dhamma communication through social media were classified into eight main categories: (1) Dhamma topics, which were the most frequent with 415 contents (47.64%); (2) belief-related topics, with 160 contents (18.36%); (3) mental training topics, with 151 contents (17.33%); (4) significant days/promotional topics, with 98 content (11.25%); (5) the law of karma topics, with 20 contents (2.29%); (6) lifestyle topics, with 16 contents (1.83%); (7) merit-making topics, with 10 contents (1.14%); and (8) fortune-related topics, with 1 content (0.11%). 2) The linguistic strategies employed in propagating Dhamma through social media involved adapting language to suit diverse audiences. These strategies were divided into four main components: (1) word-level strategies for Dhamma propagation; (2) sentence-level strategies for Dhamma propagation; (3) figurative language strategies for Dhamma propagation; and (4) the use of supplementary media in Dhamma propagation.

Exploring the Roles, Practices and Challenges of Kindergarten Chinese Teachers at an International School

2025-09-17T11:30:19+07:00

This study explored the roles, instructional practices, and challenges faced by Chinese language teachers in an international school with a multicultural educational context. Adopting a mixed-methods approach, data were collected through a 33-item questionnaire completed by 17 Chinese kindergarten teachers in an international school in Thailand and semi-structured interviews with five of them. Quantitative findings showed that teachers strongly identified with their dual role as language educators and cultural ambassadors, with high agreement on integrating Chinese culture into teaching (x̅ = 4.42, SD = 0.61). Commonly adopted teaching strategies included Total Physical Response (TPR) (x̅ = 4.35, SD = 0.65) and Game-based Learning (x̅ = 4.29, SD = 0.72). Challenges reported included a lack of age-appropriate Mandarin teaching resources (x̅ = 3.88, SD = 0.83) and pressure from non-Chinese-speaking parents (x̅ = 3.71, SD = 0.67). Qualitative data, analyzed using Lichtman’s (2013) “Codes–Categories–Concepts” model, generated 54 codes, 31 categories, and 23 key concepts. The results revealed that teachers not only integrated cultural content and adapt instruction to students’ varied language proficiencies but also navigated complex expectations from schools and families. This study offers valuable insights into Chinese teachers' experiences in international early childhood settings and provides recommendations for curriculum planning, professional development, and institutional support. This study highlights teachers’ lived experiences and provides actionable insights for supporting Chinese language education in multicultural early childhood contexts.

The Instructional Guidelines of Business English by Using Blended Learning for Undergraduate Students in Chongoing Vocational College of Media

2025-08-25T11:41:11+07:00

This study aims to explore the instructional guidelines for applying blended learning in Business English education, with undergraduate students at Chongqing Vocational College of Media as the target group. A questionnaire survey and statistical analysis were employed to investigate students’ performance in five key dimensions: learning attitudes and motivation, perceptions of blended learning, learning activities and resources, autonomy and responsibility, as well as learning outcomes and skill development. The findings reveal that most students hold a positive attitude toward blended learning, particularly recognizing its effectiveness in enhancing intercultural communication, fostering learner autonomy, and improving professional English skills. However, challenges remain in areas such as the attractiveness of learning resources, the sustainability of learning motivation, and the interactivity of digital platforms. Based on these results, the study recommends enriching digital learning resources, strengthening teachers’ competence in digital pedagogy, aligning curricula with career-oriented goals, and establishing continuous assessment and feedback mechanisms. This research not only provides practical insights for improving Business English curricula but also offers theoretical support for vocational colleges in advancing effective blended learning practices.

Professional Teachers in the Digital Age

2025-08-26T13:37:33+07:00

The 21st-century digital revolution has radically altered educational paradigms and the function of teachers. Teachers must transition from just carriers of knowledge to facilitators, learning architects, and sources of inspiration. This article examines the notion of professional educators in the digital age utilizing the frameworks of DigCompEdu (Digital Competence of Educators), ICT-CFT (ICT Competency Framework for Teachers), and TPACK (Technological, Pedagogical, and Content Knowledge), emphasizing that professional teachers must exhibit attributes across 4 dimensions: (1) technological knowledge and skills, digital learning design, and digital assessment; (2) attitudes and beliefs that embrace change; (3) ethics and responsibility as digital citizens; and (4) ongoing self-development. The study identifies 5 principal challenges: inadequate infrastructure, insufficient systematic professional development, resistance in mindset and attitudes toward change, educational inequity, and inconsistent policies. Confronting these challenges necessitates interventions at three tiers: personal advancement via experiential training and continuous education; organizational enhancement through professional learning networks and mentorship frameworks; and systemic improvement through enabling policies and adequate resource distribution. In the future, professional teachers must be equipped to interact with developing technologies like artificial intelligence, virtual reality, and mobile learning while preserving a balance between technological advancement and human values. The findings indicate that fostering professional educators in the digital age requires collaboration among multiple stakeholders, strategic long-term planning, and the establishment of a sustainable learning culture to improve the quality of Thai education in light of the changing digital environment.