4 Iddhipāda and the Integration of Political Science Pedagogy

Abstract

This research article aimed to analyze the factors influencing the integration of the Four Iddhipāda (Chanda, Viriya, Citta, Vimamsa) into political science teaching. The population consisted of 331 undergraduate students, first to fourth-year, Faculty of Social Sciences, Department of Public Administration, Mahamakut Buddhist University, Sirindhorn Campus, Nakhon Pathom, Thailand. The sample comprised 181students. The research instrument was a questionnaire divided into three sections: personal information, 12 items regarding the integration of the Four Iddhipāda into political science teaching using a 5-point Likert scale, and suggestions for instructional improvement. The instrument was validated by three experts (IOC = 0.66–1.00) and showed high reliability (Cronbach’s α = 0.85). Data collection involved distributing the questionnaires in person and checking for completeness. Descriptive statistics including frequency, percentage, mean, and standard deviation were used, along with One-Way ANOVA to analyze the variance of personal factors. Results indicated that students’ perceptions of integrating the Four Iddhipāda into political science teaching were at a “high” level (Mean = 4.19, SD = 0.05), with the teaching dimension scoring highest (Mean = 4.24, SD = 0.05), followed by teaching activities (Mean = 4.19, SD = 0.06) and teaching support (Mean = 4.16, SD = 0.06). ANOVA results showed that gender and status did not significantly influence integration (p > 0.05), whereas age and academic year had significant effects (p < 0.05). Older and higher-year students demonstrated higher levels of Chanda, Viriya, Citta, and Vimamsa, reflecting cognitive and behavioral development related to experience and maturity. The study highlights that integrating the Four Iddhipāda enhances students’ cognitive and behavioral learning in political science, fostering motivation, perseverance, commitment, and analytical competence.