Journal of MCU Philosophy Review

บทวิจารณ์หนังสือ (Book Review) “วิวาทะพระและนักปรัชญา”

Gatesarin Buttra — 2026-08-31

บทวิจารณ์หนังสือ (Book Review)

“วิวาทะพระและนักปรัชญา”

Self-Development According to the Principles Of 4 Iddhipada For Educational Personnel

Ekpai Kaewhom — 2026-08-31

This Article aimed to study 1. To study the concept of self-improvement theory and self-improvement in Buddhism. 2. To study the self-development of educational personnel according to the principles of 4 Iddhipada. Result had found that: 1) Self-Development: It was found that the concept of personnel development theory is to enhance the work potential of officials. employees and personnel in every department to be efficient Makes me learn Changing working behavior together. By providing knowledge and enhancing knowledge, understanding, skills and attitudes which will help personnel have a higher ability to perform their jobs. As for self-development in Buddhism, it was found that it can be divided into two ways: developing oneself to be a good person and developing oneself to be a skilled person. 2) Self-development of educational personnel according to the principles of the 4 Iddhipada. It was found that the 4 Iddhipadas are the formula for success in life as the Lord Buddha said: Success is in the heart No matter what we want If we intend to set our minds firmly. Everything can be accomplished with the 4 influences: doing things with a loving heart. 3) The knowledge obtained from the study found that the CVCV Model consists of C (Chanda), Chanda, which is satisfaction and love for that thing, V (Viriya), Viriya, which is the perseverance of that thing. C (Citta). Chitta is the mindfulness of that thing without leaving any business behind. V (Vimansa) Vimansa is the diligence in considering the reasons for that thing.

Effectively Applying Artificial Intelligence (AI) Technology To Develop Teaching Skills

Punnapha Boonrit — 2026-08-31

This academic article aims to study and present the application of artificial intelligence (AI) technology to develop effective teaching management skills. It was found that: Artificial intelligence (AI) is a technology that mimics human thinking, analysis, and decision-making. It can learn, adapt, and solve problems without explicit instructions. AI currently plays a crucial role in all sectors, especially in education. It helps facilitate teaching and learning, making it more efficient and suitable for each learner in smart classrooms that support learning in the digital age. It includes: 1. Create a platform that helps adapt learning to the learner's abilities, such as Squirrel AI and Knewton. 2. Enable learners to participate, exchange ideas, and apply knowledge to make learning meaningful and develop their full potential. And 3. Creating equal learning opportunities requires responsibility and consideration of impacts to achieve maximum and sustainable benefits.

The Abhayarājakumāra Sutta: A Theravada Buddhist Framework for Addressing Challenges in Online Communication within Thai Society

Usa Chatnarattanakul — 2026-08-31

This academic article investigates communication approaches based on Theravada Buddhist principles for addressing the challenges of online communication within Thai society. Utilizing a documentary research methodology, the study draws upon relevant literature and scholarly works. The findings indicate that online communication exerts a profound influence on public perception, particularly through the propagation of negative information concerning Buddhism, which adversely affects the faith of Buddhist followers, especially the younger generation. The article highlights two principal problems: 1) a lack of ethical principles in online communication, which is often instrumentalized for defamation and personal attacks, and 2) a deficiency among information consumers, particularly youth, in the maturity and self-restraint required for the critical evaluation of information. To address these issues, the communication principles articulated in the Abhayarājakumāra Sutta are proposed as a key conceptual framework. This framework prioritizes two fundamental components of communication: the conveyance of truth and the creation of benefit. According to the sutta, the Buddha would only utter speech that is true, factual, and beneficial, and He would do so only at the appropriate time, even if such speech were displeasing to the listener. Conversely, speech that is true but not beneficial would not be spoken. The application of the principles from the Abhayarājakumāra Sutta can resolve contemporary online communication problems by: 1) addressing the ethical deficit by establishing "benefit" as the guiding criterion, meaning that information which does not generate constructive value for oneself and society should neither be consumed nor disseminated; and 2) cultivating a communicative ideal that promotes self-restraint through the use of wisdom and critical judgment in assessing the context and intent of a message before belief or response. This approach thereby constitutes the formation of an intellectual and ethical safeguard for users of online media in Thai society.

The Influence of Dhamma Gita on Elderly People in Theravada Buddhism

Suwadee Meksereekul — 2026-08-31

This article aims to investigate the influence of Dhamma Kīta on the mindfulness development of the elderly. Employing documentary analysis and a review of existing research, the findings indicate that meditation in the elderly can be more challenging than in middle-aged people. This is because their aging bodies may experience pain when walking or sitting, making meditation practice difficult. If they overdo it, it can lead to stress and depression, especially if they have never practiced meditation before. There is research integrating the use of Dhamma Gita in meditation practice. The results of the research found that it helps improve the mental well-being of the elderly. Moreover, Research has found that using Dhamma songs helps the elderly increase sleep quality. Insomnia is common among the elderly because of the aging process.

Islamic funeral rituals that convey the concept of a good death

Saifon Thanomsri — 2026-08-31

This article presents the model of rituals that express "a good death" (Good Dying) from the perspective of Islam. It explains the connection between the belief in a good or bad death and the rituals and expressions of the bereaved towards the deceased. In the Islamic view, death is a social norm and a part of every human life, and it is not viewed as annihilation, but as a transition from this temporary world to the eternal world hereafter. The concept of a good death in Islam is primarily founded on: the demonstration of faith, which stems from accepting the afterlife and the immortality of the soul; and the demonstration of virtue, through a life well-lived and constant self-examination. Those with faith and virtue do not fear death, as it is a return to God. Islamic funeral rituals, such as washing the body (Ghusal), shrouding (Kafan), and burial, are viewed as concrete manifestations of the good death ideal. These rituals communicate good social order and regulation, emphasizing mutual support and collective societal action, and the principle of religious nature, which is a respectful return to nature, avoiding environmental destruction, and maintaining ecological balance. Treating the corpse with respect thus reflects reverence for humanity and the spirit within the body.

The Design of Buddhist Teachings via TikTok Media for Soul Suffering Alleviation in the Contemporary World

Ananya Santitrakulvech — 2026-08-31

This article aims to investigate guidelines for designing Buddhist teachings through TikTok to alleviate mental suffering, based on a comprehensive review of documents, academic literature, and relevant research. The findings reveal that the design of teachings for psychological healing can be implemented through three primary approaches within a discursive framework: 1. The Utilization of Buddhist Texts via Media for Psychological Alleviation: This approach emphasizes the presentation of Dhamma principles related to daily life and mental distress. Key elements include mindfulness practice, which significantly reduces stress and enhances happiness, and the use of accessible media formats such as graphics and animations. 2. The Design of Discursive Practices in Teachings: This focus lies on communicating through simple, semi-formal language and presenting Dhamma content that is concise and direct. This style is tailored to the temporal constraints of TikTok videos—such as topics on "letting go" or mindfulness—while incorporating specific hashtags to facilitate searchability. 3. The Design of Socio-Cultural Practices: This approach emphasizes the application of Dhamma principles to enhance social conduct, such as promoting public consciousness. Specifically, the application of the Four Sublime States (Brahmavihara IV) and the Four Bases of Sympathy (Sangahavatthu IV) is encouraged to foster happiness through giving and altruism, which can be manifested in volunteer activities. In conclusion, the dissemination of Dhamma via TikTok represents an adaptation of spiritual practice to contemporary lifestyles. It serves as an authentically effective tool for the psychological care and healing of individuals in the modern era.

Buddhanussati: A Technique for Fostering Intrinsic Motivation and Enhancing Mental Well-being in Modern Psychological Perspective

Sittidej Pornsaksit — 2026-08-31

This article provides an integrated analysis of Buddhanussati (Recollection of the Buddha) and modern psychological theories, proposing it as a mental training technique capable of fostering Intrinsic Motivation and enhancing sustainable Well-being. The discussion begins by addressing the global crisis of stress and diminishing inner motivation, referencing data from the World Health Organization (WHO), which highlights the urgent need for internal methods of coping with suffering. Conceptual analysis shows that Buddhanussati, defined in the canon as recollecting the Nine Qualities of the Buddha within the Anussati 10, either through contemplation or mental recitation to stabilize the mind, functions as a practical meditative method. A canonical illustration appears in the Candimasutta, where the moon deity Canda, overwhelmed by fear, recollects the Buddha as refuge and thereby regains mental composure (MCU 15/241/96), demonstrating Buddhanussati in real application. Interpreted through modern psychology, this practice operates through ideal-self formation and cognitive restructuring, fulfilling the three basic psychological needs in Self-Determination Theory (SDT): Autonomy, Competence, and Relatedness. Buddhanussati thus emerges as a powerful psychological tool for cultivating intrinsic motivation, inner strength, hope, and meaningful direction in life, forming a foundational basis for sustainable mental well-being.

Gratitude and Ethical Value in Theravada Buddhism

Wannee Chen — 2026-08-31

The objective of this article is to investigate and analyze gratitude (kataññū) and its ethical value within Theravada Buddhism, utilizing relevant documents and research. The findings indicate that, within Theravada Buddhism, gratitude (the recognition of beneficence) is established as a fundamental ethical principle. The study categorizes gratitude into two primary dimensions: Gratitude as a Virtue (Dhamma): Considered at the individual level, it is regarded as a sublime characteristic of the wise, known as the Sattapurisa (Good Person), which encompasses kataññū (knowing the debt of gratitude) and katavedī (repaying the debt of gratitude). This virtue is manifested in exemplary noble individuals (Ariya-puggala) such as the Bodhisattas and Arahants . The practice of gratitude thus serves as a means for mental development and the promotion of moral integrity. Gratitude as an Ethic (Cariyā): Considered at the social level, it involves the practice of reciprocating benevolence towards one another. This is viewed through social norms and doctrines, such as the Six Directions (Disa), which stipulate the mutual duties of children and parents. This principle of practice helps establish ethical relationships and contributes to social harmony and peace. The ethical value within Theravada Buddhism is examined through three components: Cetanā (Intention): The motivation, whether wholesome or unwholesome, where Kusala (skillful action) must be accompanied by non-greed (Alobha), non-hatred (Adosa), and non-delusion (Amoha). Kamma (Action): The deed based on either Right View (Sammā-diṭṭhi) or Wrong View (Micchā-diṭṭhi). Kamma-phala (Consequence of Action): Leading to a happy destiny (Sugati) or a woeful destiny (Duggati). Consequently, the role of gratitude possesses value at two levels: at the individual level, it is the foundation of virtue for the enhancement of mental quality; and at the social level, it is a principle of practice that sustains society by fostering moral relationships. Therefore, the correct practice of gratitude (Sammā-diṭṭhi) is a pathway towards the elevation of individual life and society as a whole.

The Transformation of Religious Status from Animal to Deity in Theravada Buddhism

Radtanawadi Suriyawanakul — 2026-08-31

This article aims to investigate the transformation of religious status from animal to deity within the perspective of Theravada Buddhism. By studying relevant documents and research, the results indicate that the transformation of an animal’s status to that of a deity in Theravada Buddhism is linked to both religious and natural dimensions that are interconnected with human life. Buddhism holds a perspective that emphasizes self-cultivation to guide humans toward an improved status, and it also considers that animals and humans may share equality in certain aspects. This is especially true regarding the presence of defilements (kilesa) within the Five Aggregates (Khandha) which lead to the state of being an animal, and the shared condition of being the owner of one’s own karma and receiving its results indiscriminately. The concept of religious status transformation relates to psychological characteristics and virtuous qualities, which are explained through the notions of existence (bhava) and plane of existence (bhūmi). That is, bhava and bhūmi represent states of being within the mind that are reflected through identity designation. A human whose mind is full of defilements is no different from a common animal dwelling in the Sensual Sphere (Kāmāvacara Bhūmi). However, an animal possessing a virtuous mind can develop toward a higher bhava. This change in virtuous quality means that animals can possess virtues just like humans, as evidenced in the Jātaka tales where the Bodhisatta was born as an animal, and the fact that animals can be trained and can learn. If an animal practices good and righteous conduct, it is no different from a virtuous human. Examples include: the Frog who listened to the Dharma and was reborn as a celestial being (Tepabut); the Egret who observed the Five Precepts until reborn as a deity; and the Dog whose affection for the accekabuddha led to its rebirth as Ghosaka Tepabut.Furthermore, there is the veneration of Snakes or Nāgas, which are viewed as sacred animals or deities of the Four Great Kings (Cātumahārājika) according to traditional beliefs and Buddhist legends. This elevation of an animal’s status to a deity is based on development stemming from the refinement of the mind—moving from mere instinct toward the possession of virtuous qualities. This is reflected through practices that transcend the general nature of animals and leads to questioning the status of animals, which are typically considered inferior to humans, allowing them to possess a superior status in terms of both virtue and power.

The Sacralization of the San Phra Phum (Spirit House) as Manifested in the Community Beliefs of Thai Society

Gritsanaphon Wannavithyapa — 2026-08-31

The objective of this article is to study the sacralization of the San Phra Phum (Spirit House) as it appears in the community beliefs of Thai society, through a review of relevant documents and research. The study found that the San Phra Phum, which is the abode of the area's guardian spirit, is described as originating from two main components of belief: The belief in Deities (Thep): Phra Phum is viewed as equivalent to a tree deity or a deity who watches over and protects the community. This is rooted in the concept of the Four Heavenly Kings found in the Mahasamaya Sutta, and the deities that protect humans as described in the Ratana Sutta, in exchange for which humans must offer sacrifices in return. The belief in Sacred Space: The sacred space originally started as the burial site of a tribal leader or ancestor, who was revered as a protector. It later developed into the construction of a spirit shrine or village guardian shrine (Arak Mu Ban). Subsequently, Buddhism introduced the belief in deities to replace the indigenous guardian spirits or ancestral spirits, giving Phra Phum the characteristic of a deity residing in a castle/palace (Prasat). The designation of sacred space also serves as an idealized simulation of Mount Meru and the various celestial realms. Furthermore, this process of sacralization is reflected through two dimensions of change: Subjective Dimension; the exaltation of an idealized person or community leader as a guardian/protector—and Objective Dimension; the application of Buddhist concepts, specifically the principle of Earth Deities from the Mahasamaya Sutta, to serve as a connection point for Phra Phum to take on the role of area guardian in place of the original beliefs. In conclusion, the San Phra Phum in Thai society is a symbol connecting the relationship between humanity and nature, and represents a cultural syncretism focused on creating sustainable coexistence.

The Influence of the Doctrine of Loving-kindness on Dhamma Gīta in Mahayana Buddhism

Umaporn Wongwatanasin — 2026-08-31

This article aims to investigate the influence of loving-kindness on Dharma-Gita in Mahayana Buddhism, employing a documentary research methodology based on relevant literature and prior studies. The findings reveal that Dharma-Gita in Mahayana Buddhism plays a pivotal role in stabilizing the mind within wholesome states (kusala-dharma), thereby fostering and sustaining the presence of loving-kindness. These musical expressions manifest through sutra recitation, Dharanis, and vocal meditations intended to radiate compassion toward all sentient beings. Both traditions share a commonality in utilizing rhythm, melody, intonation, and sacred rhetoric to direct the mind toward virtue, reduce unwholesome resistance, and enhance the continuity of meditative practice. In terms of ideological divergence, Theravada emphasizes loving-kindness as a 'Divine Abiding' (Brahmavihara) for mental purification and as a foundation for insight meditation (vipassana). Conversely, Mahayana emphasizes the compassion of Bodhicitta, prioritizing the liberation of all beings. Nevertheless, Dharma-Gita serves as a meditative bridge connecting concentration, wholesome emotions, and practical application in daily life. This integration renders the cultivation of loving-kindness more tangible and consistent, leading to a sustainable transformation in psychological well-being and behavioral patterns.

Do depressed patients Have a Right to Their Own Lives: A Buddhist Ethical Perspective

Siriporn Em-on — 2026-08-31

The article, " Do Patients with Depression Have a Right to Their Own Lives? : A Perspective from Buddhist Ethics " seeks to explore ethical and metaphysical questions concerning the right to life for individuals with depression who wish to end their own existence. In examining this issue, Liberalism maintains that an individual possesses a right to his or her own life. Given this premise, the act of self-termination may be considered appropriate, as it falls within the domain of self-ownership. Conservatism, however, argues otherwise: while it is true that an individual holds a right to life, the termination of that life is deemed morally improper, for the person is also a member of society. As such, the decision to end one’s life ought to be subject to the moral consent of the social collective. From the standpoint of Buddhist Ethics, life is not the private possession of an individual but rather a process arising from causes and conditions (paṭiccasamuppāda—Dependent Origination). There is, in truth, no enduring self (atta) that owns or governs it. Thus, the claim to a “right to die” rests upon a fundamental misunderstanding of the self and conflicts with the principle of intention (cetanā), which forms the core of moral action in Buddhism. Suicide, even when motivated by self-compassion, still constitutes unwholesome intention (akusala cetanā). Regarding the right to life, Buddhist ethics does not interpret it as dominion or power over life, but as the right to learn from and awaken within life itself, even amidst profound suffering. Life, in this view, is the very ground of spiritual cultivation (bhāvanā), not a possession to be terminated at the behest of an ego that, ultimately, is not real.

Apology and Forgiveness: A Comparative Study of Buddhism and Psychology

Phra Tanawat Mahapunyo (Nilprakobkul) — 2026-08-31

This article aims to examine the meanings and processes of apology and forgiveness through a comparative analysis of Buddhist perspectives and contemporary psychological theories. The study employs documentary analysis of Buddhist canonical texts and scholarly works in Buddhist studies, alongside theories and empirical research in psychology, particularly in the areas of relational repair and emotional healing. The findings indicate that, in Buddhism, apology is understood as an intentional acknowledgment of wrongdoing grounded in moral shame (hiri) and moral dread (ottappa), functioning as part of a systematic training of the mind aimed at reducing defilements and self-attachment. Forgiveness, in this context, emphasizes the letting go of anger and resentment as a means to extinguish the internal causes of suffering. In contrast, psychology conceptualizes apology and forgiveness as interconnected intrapersonal and interpersonal processes that facilitate emotional healing, repair relational injuries, and restore trust, with a primary focus on emotional regulation and psychological well-being. While both frameworks converge in their emphasis on sincerity, the reduction of anger, and their therapeutic effects on the mind and relationships, they differ in their ultimate aims and levels of explanation. Buddhism prioritizes long-term inner transformation and liberation from suffering, whereas psychology focuses on relational functioning and emotional recovery in everyday life. This article argues that integrating Buddhist and psychological perspectives provides a more comprehensive understanding of apology and forgiveness and offers valuable insights for fostering inner peace and social harmony in contemporary society.

An Understanding of Buddhānussati in Buddhism: An Epistemological Analysis

Phra Pongsit Voradhammo (Pohpetchleb) — 2026-08-31

This article aims to Understand of Buddhānussati in Buddhism through an epistemological analysis. It posits that Buddhānussati is not merely a conventional belief or a formalistic remembrance of the Buddha, but rather a cognitive mechanism that bridges existing knowledge with the development of new insights. In the dimension of prior knowledge—namely suta-maya-paññā (wisdom resulting from listening) and cintā-maya-paññā (wisdom resulting from reflection)—Buddhānussati functions as a conceptual framework and Sammā-diṭṭhi (Right View) that practitioners employ as a foundation to direct the orientation of the mind. Within the Theravāda tradition, this is perceived through the attributes of the Buddha (Buddhaguṇa) to instill Saddhā (faith) that catalyzes self-reliant effort. Conversely, in the Mahāyāna tradition, it involves the realization of Buddha-nature inherent in all sentient beings and a reliance on external supportive powers to arouse Bodhicitta. Epistemological analysis reveals that Buddhānussati serves as a bridge to a posteriori knowledge or bhāvanā-maya-paññā (wisdom resulting from mental development), which arises from direct experiential practice. This process facilitates a transition from perceiving the Buddha through personification (anthropomorphic form) toward attaining absolute truth through dhammādhiṭṭhāna (impersonal or truth-based orientation). The pragmatic outcome is the eradication of Avijjā (ignorance) by calming and purifying the mind until it perceives reality as it truly is (yathā-bhūta-ñāṇa-dassana). In Theravāda, this culminates in the realization of Tilakkhaṇa (the Three Marks of Existence) through the mind and body; whereas in Mahāyāna, it unveils the primordial nature of enlightenment and the state of pure Śūnyatā (Emptiness). Consequently, Buddhānussati in an epistemological context signifies the process of restructuring the cognitive framework of the mind—transitioning from faith grounded in scriptural data to wisdom derived from internal awakening. Its ultimate objective is the cessation of suffering and the realization of the supreme truth in Buddhism.

A Comparative Study of Empathy in Theravada Buddhism and Modern Psychology

Phra Kittikorn Chaichoochanapai — 2026-08-31

This article aims to compare the concept of empathy between Theravada Buddhism and modern psychology through a study of relevant literature and research. The findings reveal that in Theravada Buddhism, empathy is defined through the principle of Karuna (Compassion) within the Brahmavihara IV (Four Sublime States). This is not merely an emotion of pity, but a mental state refined by wisdom, grounded in the realization of the Four Noble Truths and Dependent Origination, emphasizing the process of ego-reduction to perceive the suffering of others without being overwhelmed by aversion or grief. In contrast, modern psychology explains empathy through the lens of cognitive and affective dimensions, underpinned by neurobiological mechanisms and the mirror neuron system. Furthermore, modern psychology emphasizes the maintenance of boundaries between the self and others to prevent emotional burnout. The comparative analysis indicates that while both disciplines share a common goal of fostering prosocial behavior, they employ different practical approaches: Buddhism utilizes the dissolution of self-boundaries to cultivate boundless compassion, whereas modern psychology utilizes the management of self-boundaries for appropriate responsiveness. The conclusion of this study suggests that integrating compassionate intention with emotional discernment will enhance interpersonal relationships and effective mental well-being within the context of the modern world.

Practical Buddhism on Loving-kindness Reflecting Buddhist Identity in the Context of Modern Society

Pimlak Rittem — 2026-08-31

This article aims to explore applied Buddhist loving-kindness (Metta) as a reflection of Buddhist identity within the context of contemporary society, utilizing a qualitative methodology based on a review of relevant literature and research. The findings indicate that the doctrine of loving-kindness in Theravada Buddhism is not merely a subjective aspiration of goodwill, but rather a pragmatic instrument manifested through two pivotal dimensions: the practice of Dharma to eradicate anger in accordance with the Bodhisattva path, and spiritual cultivation based on the benefits outlined in the Metta Sutta. The radiation of loving-kindness and the observance of the Five Precepts are not simply negative prohibitions; they constitute a proactive process originating from internal intention and evolving into external expressions of moral conduct and altruism, aligning with universal values of rights and equality. Consequently, the practice of Metta serves as both a meditative discipline for individual liberation and an ethical mechanism to mitigate social conflict in modern Thailand. Youth who internalize these principles are empowered not only to elevate their own spiritual well-being but also to serve as a vital force in sustaining and propagating the Sasana, ensuring its profound relevance amidst the currents of global change.

Is Human Life Determined by Fate?

Pinchananun tungaungkanun — 2026-08-31

Human beings are born under differing conditions, including social, economic, and life opportunities. Such differences are often explained through the concept of “fate,” which holds that human life and events are predetermined by certain forces or laws, such as natural laws, divine will, or causal relationships. However, this notion raises a fundamental philosophical debate concerning the status of human freedom of choice. This article aims to analyze and critically examine the concept of fate by addressing the question of whether human life is predetermined. The study employs philosophical analysis and a synthesis of relevant academic literature. The findings suggest that although causal conditions and contextual factors play a significant role in shaping the framework of human life, they cannot fully determine it. Human beings retain the capacity to make decisions and direct their own lives. Accordingly, the concept of fate should be understood as a set of “conditions” rather than a “deterministic force” that absolutely governs human life. The discussion is situated within the framework of Buddhist philosophy, in order to elucidate the relationship between freedom, responsibility, and the construction of meaning in human existence.

Applying the Sufficiency Economy Philosophy in Organizational Management During Energy Price Crisis and Global Economic Recession

Saowakhon Sakchaisri — 2026-08-31

This article contends that applying the Sufficiency Economy Philosophy (SEP) to organisational management offers a resilient and effective response to the global energy price crisis and economic recession. Through a systematic literature review, case study analysis of high-performing organisations, and the integration of philosophical concepts with contemporary management theory, the study demonstrates the strategic value of SEP. The findings indicate that organisations implementing the three core principles of SEP—moderation, reasonableness, and self-immunity, supported by knowledge and virtue—are significantly better equipped to manage crises. By moderating energy costs, employing strategic reasoning, and self-insuring through risk diversification and renewable energy, these organisations outperform those that rely on conventional management approaches during periods of global energy price volatility. The article asserts that the SEP-Crisis Management Framework provides a practical and integrated approach to managing organisational risk, human resources, and long-term sustainability during crises. By aligning SEP with Environmental, Social, and Governance (ESG) criteria and global sustainability standards, the article highlights SEP's significance as both a Thai innovation and a universally applicable management strategy during periods of global uncertainty.

A Participatory Approach to Moral Community Development in Ban Nong Ing Ping, Nong Kratum Subdistrict, Dem Bang Nang Buat District, Suphanburi Province

Phrakhru Anukulkallayanakit — 2026-08-31

The objectives of this research were: 1) to study the development process of a participatory moral community; 2) to develop a participatory moral community process for Ban Nong Ing Ping, Nong Krathum Sub-district, Doem Bang Nang Buat District, Suphanburi Province and 3) to propose the participatory moral community process for the aforementioned area. This study employed a Participatory Action Research (PAR) approach. The research area was Ban Nong Ing Ping, Nong Krathum Sub-district, Doem Bang Nang Buat District, Suphanburi Province. The research informants consisted of 40 persons, including both monks and laypeople. The research instruments included questionnaires, interview forms, and focus group discussions. Data were collected and analyzed through descriptive analysis. The research findings revealed that:- 1) The Ban Nong Ing Ping community was characterized by shared resource utilization and a common social context, in which community members actively engaged in collective activities. 2) The development process of the "Moral Community" was appropriately implemented in accordance with the Four Path of Accomplishment (Iddhippada IV) principles. This process demonstrated the inherent value of participatory development, which ultimately fostered long-term sustainability within the moral community framework. 3) The dissemination of knowledge was conducted through the organization of seminars and the production of informational brochures, aimed at ensuring comprehensive coverage across all age groups, roles, and relevant stakeholders within the Ban Nong Ing Ping community for future implementation.

Priority Needs for Developing Entrepreneurial Mindset of Tubkaew Kindergarten School Teachers

Darin Ratchatakulthumrong — 2026-08-31

This research article aimed to study the priority needs for developing the entrepreneurial mindset of Tubkaew Kindergarten School teachers. The study employed a qualitative research methodology. The research site was Tubkaew Kindergarten School. The key informants were one school director and seven teachers, totaling eight participants. They were selected through purposive selection based on their roles related to school administration and learning experience provision. The instrument for collecting data was a semi-structured interview form. Data were analyzed using content analysis, and frequency distribution was used to indicate the trends of issues mentioned by the key informants. The research results revealed that teachers demonstrated commitment to developing themselves and learners, recognized the importance of learning experience provision that promotes early childhood development through play, hands-on learning, and diverse activities, and were able to appropriately apply available materials and resources to support children’s learning. However, the priority needs for developing teachers’ entrepreneurial mindset focused on two key components: goal orientation and creativity and innovation. Goal orientation was the most frequently mentioned component. The findings reflected that some teachers’ work goals were still mainly directed by the school director rather than being systematically set by teachers themselves for their own professional development and learner development. Therefore, teachers should be supported in developing confidence in setting goals, monitoring learners’ development, and continuously driving their professional growth. Creativity and innovation were the second most frequently mentioned component. The findings showed that teachers had a foundation in creatively using available resources but still needed support in being open to new ideas, taking initiative, experimenting, and adapting learning experience provision to suit young children’s development and individual differences. Important development mechanisms included professional learning communities, coaching and mentoring, and hands-on workshops with practice and reflection. These mechanisms can support collaborative learning, feedback, and continuous development of teachers’ entrepreneurial mindset, which can contribute to enhancing the quality of learning experience provision and promoting early childhood development in alignment with the school context in the long term.

The Priority Needs for Developing Artificial Intelligence Competence of Teachers at Hankhapittayakom School

Narong Charasri — 2026-08-31

This research article aimed to 1) examine the current and desired states of teachers’ artificial intelligence competence at Hankhapittayakom School and 2) identify the priority needs for developing teachers’ artificial intelligence competence at Hankhapittayakom School. This study employed a quantitative descriptive research design. The informants were 102 school administrators and teachers at Hankhapittayakom School. The research instrument was a questionnaire on the current and desired states of teachers’ artificial intelligence competence, covering four dimensions and thirteen sub-competencies. The content validity of all questionnaire items was confirmed with IOC values ranging from 0.67 to 1.00. The reliability coefficients were 0.986 for the current-state questionnaire and 0.979 for the desired-state questionnaire. The data were analyzed using frequency, percentage, arithmetic mean, standard deviation, and the Modified Priority Needs Index. The research findings were as follows: 1) the overall current state of teachers’ artificial intelligence competence was at a high level, whereas the overall desired state was at the highest level; 2) the overall priority needs index for developing teachers’ artificial intelligence competence was 0.303. When classified by dimension, the highest priority need was AI teaching, learning, and assessment, followed by AI foundations and technical skills; ethics, responsibility, and critical thinking; and attitudes, adaptation, and professional development, respectively; and 3) the five highest-ranked sub-competencies were personalized learning support, AI-based assessment, data and algorithm literacy, systemic management and technological leadership, and AI instructional design and integration, respectively.

Academic Affairs Administration of Secondary School in Educational Sandbox Kanchanaburi

Tidarak Molek — 2026-08-31

The objectives of this research were to determine the academic administration of secondary schools in the Kanchanaburi Educational Innovation Area by using the Ethnographic Future Research (EFR) technique. There were respondents including 19 experts. The sample was obtained from purposive sampling. There were 3 groups including 1) planners and policy makers group 4 representative 2) school directors’ group 11 representative and 3) supervisor, monitoring and evaluation group 4 representative. The research instruments including an unstructured interview. The research data analyzed by in-depth interview, comparing data between group, conceptual framework analysis and classifying data into opinion and evaluation for foresight-based knowledge. The research results were found as follows; Academic Affairs Administration of Secondary school in Educational Sandbox Kanchanaburi consisted of 10 key aspects 69 issues which were; 1) Establishing a shared vision for academic affairs administration 9 issues, 2) Developing curricula aligned with student needs and aptitudes based on competency-based frameworks 6 issues, 3) Professional Learning Communities 5 issues, 4) Diverse measurement and evaluation reflecting authentic learning outcomes 6 issues, 5) Development of instructional media, innovation, technology, and learning resources 10 issues, 6) Building academic affairs administration networks 10 issues, 7) Educational supervision to enhance instructional processes 9 issues, 8) Collaboration between schools 7 issues, 9) Shared utilization of resources and learning centers 3 issues, and 10) Partnerships with the business sector and private organizations 4 issues.

A Comparative Study of Corporate Social Responsibility Activities Based on Buddhist and Christian Principles: A Case Study of Well Steel Business Co., Ltd.

Thitikorn Yachoocheep — 2026-08-31

This article has three primary objectives: (1) to examine the forms of Corporate Social Responsibility (CSR) activities based on Buddhist and Christian principles of Well Steel Business Co., Ltd.; (2) to conduct a comparative analysis of CSR activity models grounded in Buddhist and Christian doctrines; and (3) to compare and propose CSR activity models for private sector organizations within the Thai social context. This research adopts a qualitative research methodology, employing documentary analysis, in-depth interviews with six groups of key informants totaling 20 monastic and lay participants, and participant observation. Relevant concepts and theories are also utilized as the analytical framework for data analysis. The findings reveal that (1) The CSR model under the Buddhist framework is characterized by the systematic integration of Buddhist principles into business operations and stakeholder relationship management. It is grounded in key doctrines, including dana (generosity), the Four Bases of Social Solidarity (Sangahavatthu 4), the Four Sublime States (Brahmavihara 4), the Threefold Benefits (Attha 3), and the Six Principles of Harmonious Living (Saraniyadhamma 6). These principles aim to alleviate suffering, promote mutual support, and enhance quality of life in a balanced manner across both temporal and human dimensions. In contrast, the Christian framework is grounded in the values of love for one’s neighbor, service, and respect for human dignity, functioning as an ethical framework that guides policies and organizational practices toward transparency and fairness. (2) The comparative analysis indicates that both religious frameworks share common values, namely compassion, responsibility, and a commitment to the sustainable common good. However, they differ at the paradigmatic level: Buddhism emphasizes balance and continuity of developmental processes, whereas Christianity emphasizes service through love and the affirmation of human dignity. These differences are complementary and can mutually reinforce CSR governance within organizations. (3) The researcher proposes the Integrated Organizational Legitimacy Model (IOL Model), which explains the mechanisms through which organizational legitimacy is constructed across three levels: moral, institutional, and social legitimacy. The model operates through four dimensions: value orientation, value governance mechanisms, community engagement interface, and sustainable outcomes. It posits that sustainable legitimacy arises from embedding moral values within decision-making structures and participatory processes, thereby enabling organizations to develop as enduring moral institutions within society.

Guidelines for Developing the Honor Court Procedure of Cadets of Chulachomklao Royal Military Academy

Tepparit Wongpoom — 2026-08-31

This research article aimed to study is a descriptive study. The objective was to investigate guidelines for developing the Honor Court Procedure for cadets of Chulachomklao Royal Military Academy. The key informants consisted of 33 members of the Honor Court Committee, along with 10 faculty members and commanding officers. Research instruments included two sets of focus group discussion forms: 1) for the Honor Court Committee and 2) for faculty members and commanding officers. The research results were found as follows; the guidelines for developing the Honor Court procedure consist of three distinct stages:1. Pre-Inquiry Stage When a cadet witnesses a violation of the honor system, they must report the incident to a cadet leader or a commanding officer. Fact-Checking: The cadet leader or commanding officer evaluates whether the facts align with a violation of the honor code. Approval: If a preliminary violation is identified, the matter is presented to the Commandant of the Cadet Regiment, King's Guard, to request formal approval to convene the Honor Court. Right to Challenge: The accused may request to change committee members if there is a conflict of interest or a history of personal disputes. 2. Inquiry Stage The two investigators should maintain separate roles: while one conducts the direct examination, the other should conduct the cross-examination. Documentation: Both still photography and video recordings must be maintained throughout the entire inquiry process. Verdict: After hearing all evidence, the 25 jurors are responsible for determining whether the accused is guilty.3. Post-Inquiry Stage The accused maintains the right to appeal the decision Finality and Fairness: The results of the Honor Court are not considered final for the purposes of punishment. A separate fact-finding committee may be appointed to investigate the actions simultaneously to ensure fairness to the accused and to provide comprehensive data for superiors to consider in their final judgment.

Guidelines for Developing Servant Leadership Among School Administrators in the Sarasas Network

Supawan Lampasuk — 2026-08-31

This study aimed to examine the guidelines for developing servant leadership among school administrators in the Sarasas School Network. A qualitative research approach was employed. The key informants consisted of five experts in educational administration and experienced school administrators, selected through purposive sampling. Data were collected using in-depth interviews and analyzed through content analysis. The findings revealed that the guidelines for developing servant leadership among school administrators in the Sarasas School Network comprise ten key dimensions: listening, in which administrators should provide systematic opportunities for teachers and staff to express their opinions without prejudice; empathy, emphasizing an understanding of individual and professional differences; healing, focusing on supporting and restoring teachers’ and staff’s psychological well-being in situations involving stress or conflict; awareness, highlighting the development of self-awareness and organizational awareness for prudent decision-making; persuasion, encouraging the use of reason, transparency, and participation rather than positional authority; conceptualization, which involves strategic thinking and aligning operational practices with the school’s vision; foresight, emphasizing the anticipation of changes to enhance organizational preparedness; stewardship, focusing on transparent management of resources and prioritizing the common good; commitment to the growth of people, promoting continuous professional development of teachers and staff; and building community, fostering a learning community that enhances collaboration and a sense of belonging within the organization.

Good Governance of Administrator and The Effectiveness of School under The Secondary Educational Service Area Office Kanchanaburi

Boonyaporn Kenchaiwong — 2026-08-31

The research objectives were to determine: 1) good governance of administrator 2) the effectiveness of school 3) The relationship between good governance of administrator and the effectiveness of school. This research is descriptive research. The sample consisted of 28 schools under the Secondary Educational Service Area Office Kanchanaburi. Two informants from each school, totaling 56 people. Using stratified random sampling, with schools classified by academic clusters. The research instrument was a opinionnaire regarding good governance The Good Governance Principles of the Office and the effectiveness of school, The overall reliability coefficient of the opinionnaire was 0.950. The statistics used for data analysis were frequency, percentage, arithmetic mean, standard deviation, and Pearson’s product– moment correlation coefficient. The research findings revealed that: 1) Good governance of administrator of school in overall was the highest level, when considered in each aspect, it was found that the good governance principles of administrators were at the highest level in all aspects. Ranking by the arithmetic mean from highest to lowest were as follows: Transparency, Morality and Ethics, Accountability and Auditability, Equity, Effectiveness, Decentralization, Participation and Consensus Orientation, Responsiveness, Rule of Law, and Efficiency, respectively. 2) The effectiveness of schools, in overall, was at the highest level. When considered in each aspect, it was found that the effectiveness of schools was at the highest level in all aspects. Ranking by the arithmetic mean from highest to lowest were as follows: goal attainment of the school, the ability to acquire and utilize resources efficiently, school adjustment and development, and internal organizational processes, respectively. 3) The relationship between good governance of administrator and the effectiveness of school were at high level correlation (r_xy = 0.824), with significantly at .01 in positive direction.

Family Business Succession in Private Vocational Education Institutions

Atchaya Chulajata — 2026-08-31

This article aimed to: 1) identify the excellence factors of family business succession in private vocational education institutions, and 2) confirm these factors. A mixed-method research design integrating qualitative and quantitative approaches was employed. The sample comprised 201 private vocational education institutions under the Association of Private Colleges of Technology and Vocational Education of Thailand under the Patronage of Her Royal Highness Princess Maha Chakri Sirindhorn. The sample size was determined using the Krejcie and Morgan table, and stratified random sampling was applied. Respondents included institution owners, successors, or administrators (n = 201). Research instruments consisted of a semi-structured interview form, a monograph, and an opinionnaire. The quality of the instruments was verified by experts through content validity assessment and revised according to their recommendations before pilot testing. The reliability of the questionnaire was analyzed using Cronbach’s Alpha Coefficient, yielding a reliability value of 0.985, indicating that the instruments were appropriate and highly reliable. Data were analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation), confirmatory factor analysis (CFA), and content analysis and synthesis. The findings revealed that: 1. Family business succession comprises three main factors with 56 observed variables: 1) the family dimension (18 variables), focusing on succession planning, preservation of founder values, and flexible family rules; 2) the business management dimension (21 variables), emphasizing professional management and institutional adaptation; and 3) the succession context dimension (17 variables), highlighting successors’ honesty, transparency, humility, sincerity, selflessness, and personnel acceptance. 2. The components were highly consistent with empirical data, with all goodness-of-fit indices meeting the acceptable criteria. The study confirmed that family business succession in private vocational education institutions comprises three dimensions: family, business management, and succession context, encompassing a total of 56 observed variables. The proposed model demonstrated a good fit with the empirical data.

Analysis of the Mindfulness Development for Creating of House-Life Happiness in Maha-Satipatthana Sutta

Somkiat Leelataweewud — 2026-08-31

This research article aims to achieve three objectives: 1) to study the concept of mindfulness development in the Mahasatipatthana Sutta, 2) to study the concept of house-life happiness in the same Sutta, and 3) to analyze the mindfulness development for the purpose of creating the house-life happiness in the same Sutta. The methodology is qualitative documentary research with focusing on Tipitaka, commentaries, academic texts, research reports, books as well as other related academic documents. The research results were found as follows; 1) The concept of mindfulness development constitutes the four foundations of mindfulness (body, feelings, mind, and mental phenomena) as the core practical framework, powered by effort and clear comprehension to achieve mental stability and wisdom. 2) The concept of house-life happiness refers to happiness cultivation for laypersons or well-being of householders with four forms: happiness derived from possessing wealth, happiness derived from enjoying and using wealth, happiness derived from being free from debt, and happiness derived from blameless conduct in body, speech, and mind. This final form is the most vital, as it ensures a life free from moral remorse and provides a foundation for spiritual security. 3) The analysis of mindfulness development for house-life happiness is articulated through a model of causal relationships. The causal factor is the development of mindfulness in accordance with the four foundations of Mindfulness; the enabling conditions are the supporting principles; and the outcome is house-life happiness. The linkage between Satipatthana and house-life happiness operates in two ways: a facilitative relationship, in which mindful awareness is directed toward perceiving benefits; and an inhibitive, in which mindful awareness is directed toward perceiving drawbacks, thereby diminishing craving and relinquishing attachment. In this manner, mindfulness development functions as a basis for cultivating lay happiness in daily life.

Technology Leadership of Administrators and Internal Quality Assurance in School Under the Secondary Educational Service Area Office Ratchaburi

Santamol Photong — 2026-08-31

The objectives of this research article are to determine 1) the technology leadership of school administrator 2) the internal quality assurance in school and 3) the relationship between the technology leadership of school administrator and internal quality assurance in school under The Secondary Educational Service Area Office Ratchaburi. This research is descriptive research. The sample consisted of 24 schools under the Ratchaburi Secondary Educational Service Area Office using a stratified random sampling based on school size. Four informants from each school were surveyed: the school principal, deputy principal, and teachers, totaling 96 individuals. The research instrument was an Opinionnaire on technology leadership of school administrator according to Center for the Advance Study of Technology Leadership in Education: CASTLE concept, and internal quality assurance in school according to National Institute of Educational Testing Service (Public Organization) concept. The reliability of the questionnaire is .977. The statistical analysis were frequency, percentage, arithmetic mean, standard deviation and Pearson's Product Moment Correlation Coefficient. The research results were found as follows; 1) The technology leadership of school administrator under The Secondary Educational Service Area Office Ratchaburi, as a whole and each aspect were highest level. 2) The internal quality assurance in school under The Secondary Educational Service Area Office Ratchaburi, as a whole and each aspect were highest level; ranking from the highest to the lowest arithmetic mean as follows : have a self-evaluation, manage our educational development, create a plan to control our educational development, assess and examine the educational quality offered by the various institutions, monitoring the performance to ensure quality in accordance with educational standards and define our educational standards. And 3) Technology leadership of administrator and internal quality assurance in school under The Secondary Educational Service Area Office Ratchaburi showed a correlation with statistical significance at the .01 level.

Educational Resource Mobilization for Secondary School Administration of One District One Quality School Project

Suphawan Chorphaka — 2026-08-31

This research aimed to: 1) identify the components of educational resource mobilization for secondary school administration of one district one quality school project; 2) verify the components of educational resource mobilization for secondary school administration of one district one quality school project; and 3) propose guidelines for developing educational resource mobilization for secondary school administration of one district one quality school project. The sample size was determined by Taro Yamane’s table at a 90 percent confidence level. The research employed a mixed methods approach combining qualitative and quantitative research methodologies. The sample consisted of 91 district quality secondary schools under the Office of the Basic Education Commission. The informants included four participants from each school, yielding a total of 364 respondents. The research instruments consisted of: 1) a semi-structured interview form; 2) an opinionnaire; and 3) an in-depth interview form. The reliability coefficient of the instruments was 0.979. The statistics used for data analysis were frequency, percentage, arithmetic mean, standard deviation, confirmatory factor analysis, and content analysis. The research results were found as follows; 1) the components of educational resource mobilization for secondary school administration of one district one quality school project consisted of seven components with 63 variables; 2) the verification results indicated that the component model of educational resource mobilization for secondary school administration of one district one quality school project was consistent with the empirical data; and 3) the development guidelines for educational resource mobilization for secondary school administration of one district one quality school project consisted of 8 approaches: 1) emphasizing learning outcomes as the primary objective in resource utilization; 2) establishing integrated collaborative networks among all sectors; 3) managing resources through a high-performance management system; 4) developing standards and innovative tools for resource mobilization; 5) strengthening good governance and policy frameworks for resource mobilization; 6) utilizing school needs assessment data as the basis for resource mobilization; 7) enhancing leadership competencies and professional personnel in resource mobilization; and 8) promoting shared resource utilization through strategic collaborative networks.

Good Governance of Wat Ban Luang (Buaratbamrung) School Under Nakhon Pathom Primary Educational Service Area Office 1

Siriporn Sonthong — 2026-08-31

This research article aimed to study 1) the good governance of Wat Ban Luang (Buaratbamrung) School under Nakhon Pathom Primary Educational Service Area Office 1; and 2) the guidelines for developing administration of good governance in Wat Ban Luang (Buaratbamrung) School under Nakhon Pathom Primary Educational Service Area Office 1. This study employed a descriptive research design. The population consisted of the school director, deputy director, teachers, and members of the basic education school committee, totaling 32 participants. They were selected by Purposive Sampling. The instruments used for data collection included a five-point Likert scale questionnaire with an Index of Item-Objective Congruence (IOC) of 1.00 and a reliability coefficient, determined using Cronbach’s Alpha, of 0.976, as well as an interview form. The statistics used for data analysis were frequency, percentage, mean, standard deviation, and content analysis. The research results were found as follows; 1) The good governance of Wat Ban Luang (Buaratbamrung) School under Nakhon Pathom Primary Educational Service Area Office 1 was at a high level overall. When considered by individual aspects, all aspects were also found at a high level. The aspects were ranked in descending order of arithmetic mean as follows: morality and ethics, equity, transparency, rule of law, decentralization, efficiency, participation/consensus-oriented, accountability, effectiveness, and responsiveness, respectively. 2.) The guidelines for the school administration development with good governance of Wat Ban Luang (Buaratbamrung) School under Nakhon Pathom Primary Educational Service Area Office 1 were identified as a multi-approach. Assign the variables with the lowest arithmetic mean values in each aspect to be issues to find development 10 variables. There were 19 developmental guidelines.

A Study of Civic Leadership Levels and Priority Needs for Developing School Administrators under Chumphon Primary Educational Service Area Office 1

Kan Somsai — 2026-08-31

This research article aimed to 1) study the level of civic leadership among school administrators under the Chumphon Primary Educational Service Area Office 1, and 2) analyze the priority needs for developing school administrators based on the concept of civic leadership. This study employed a quantitative research approach using a descriptive research design. The population consisted of 136 school administrators under the Chumphon Primary Educational Service Area Office 1. The research instrument was a dual-response questionnaire on the priority needs for developing school administrators based on the concept of civic leadership, using a five-point rating scale. The instrument had an average scale-level content validity index (S-CVI/Ave) of 1.00, reliability coefficients for the current and desirable conditions ranging from .713 to .980, and an average inter-item correlation of .622. The data were analyzed using frequency, percentage, mean, standard deviation, and the priority needs index. The research findings revealed that 1) the overall level of civic leadership among school administrators was at a high level. When considering each component, the component with the highest mean score was democratic values, followed by civic knowledge and skills, networking and collaboration, and commitment to public goals, respectively. 2) The analysis of priority needs for developing school administrators based on the concept of civic leadership showed that the component with the highest priority need was commitment to public goals, followed by networking and collaboration, civic knowledge and skills, and democratic values, respectively. The findings indicate that the development of school administrators should consider both the level of civic leadership and priority needs to extend the strength in democratic values and urgently address the developmental gap in commitment to public goals in accordance with the context of the study area.

Managerial Skills of Administrator and Educational Quality Standard of School under the Secondary Educational Service Area Office Samutprakan

Nuttaporn Pantung — 2026-08-31

This research article aimed to study 1) Managerial Skills of Administrator under The Secondary Educational Service Area Office Samutprakan 2) Educational Quality Standard of School under The Secondary Educational Service Area Office Samutprakan 3) the relationship between administrative skills of school administrators and educational quality standards of schools. The sample group used in this research consisted of 24 schools under the Secondary Educational Service Area Office Samut Prakan, selected by Simple Random Sampling. The research instruments used for data collection were questionnaires on administrators’ managerial skills based on Griffin’s concept and questionnaires on the educational quality standards of schools. The reliability coefficient of the questionnaire on administrators’ managerial skills was 0.975, the reliability coefficient of the questionnaire on educational standards was 0.974, and the reliability coefficient of the entire questionnaire was 0.985. Analysis data by arithmetic mean, standard deviation, and Pearson’s product moment correlation coefficient. The research results were found as follows; 1) The overall administrative skills of school administrators were at the highest level. When considering each aspect, all were at the highest level, ranked from highest to lowest mean as follows: technical skills, conceptual skills, interpersonal skills, decision-making skills, time management skills, diagnostic skills, and communication skills. 2) The overall educational quality standards of schools were at the highest level. When considering each standard, all were at the highest level, ranked from highest to lowest mean as follows: Standard 3 (learning management quality development), Standard 2 (school administrative management quality development), and Standard 1 (learning outcomes). 3) The relationship between administrative skills of school administrators and educational quality standards of schools was positively correlated at a high level with statistical significance at the .01 level.

Participative Management of Opportunity Expansion Schools in Pradu Kaew Group Under the Kanchanaburi Primary Educational Service Area Office 4

Prajak Chumsong — 2026-08-31

This research article aimed to study: 1) the participative management of opportunity expansion schools in the Pradu Kaew group and 2) the guidelines for developing participative management of opportunity expansion schools in the Pradu Kaew group under the Kanchanaburi Primary Educational Service Area Office 4. This study was descriptive research. The population consisted of 65 participants, comprising school directors, deputy directors, and teachers within the Pradu Kaew group. They were selected by purposive sampling. The instruments for collecting data were a questionnaire and a structured interview form. The tools were validated with an Index of Item Objective Congruence (IOC) ranging from 0.60 to 1.00, and the Cronbach’s alpha coefficient was .925. Data were analyzed using Descriptive statistics (percentage, arithmetic mean, and standard deviation) and Content Analysis. The research results were found as follows; 1. Participative management of opportunity expansion schools in the Pradu Kaew group was at a high level overall. When considering each aspect, all were found to be at a high level. Ranking from the highest to the lowest arithmetic mean, the aspects were commitment, autonomy, goals and objectives, and trust each other, respectively. 2. Guidelines for developing participative management of opportunity expansion schools in the Pradu Kaew group under the Kanchanaburi Primary Educational Service Area Office 4 are characterized as a multi-dimensional approach, consisting of 8 specific guidelines across 4 key areas.

Happy Workplace of Teachers at Ekachai School Samut Sakhon Amulets Educational Service Area Office

Thanakorn Samerjit — 2026-08-31

This research article aimed to study 1) the happiness in the work of teachers of Ekachai School, Samutsakhon Primary Education Area Office 2) The guidelines of developing of happiness in the work of teachers of Ekachai School Samutsakhorn Primary Education Area Office. This study employed a descriptive research design. The sample was the teachers and educational staff of Ekachai School, totaling 70 participants. They were selected by stratified random sampling, with strata defined according to their current job positions. The instruments used for data collection included a five-point Likert scale questionnaire with an Index of Item-Objective Congruence (IOC) the values ranged between 0.60 and 1.00 and a reliability coefficient, determined using Cronbach’s Alpha, of 0.854, as well as an interview form. The statistics used for data analysis were frequency, percentage, mean, standard deviation, and content analysis. The research results were found as follows; The overall Happy workplace of teachers at Ekachai School Samut Sakhon Amulets Educational Service Area Office was at a high level. When examined by category, it is found to be high in eight areas, ranked from highest to lowest in terms of mean arithmetic values as follows: Happy Family, Happy Brain, Happy Soul, Happy Money, Happy Heart, Happy Society, Happy Relax, and Happy Body. There guidelines for the development of teacher’s Happy workplace of teachers at Ekachai School Samut Sakhon Amulets Educational Service Area Office were identified as a multi-approach. Assign the variables with the lowest arithmetic mean values in each aspect to be issues to find development 8 variables. There were 21 developmental guidelines.

The Operational Improvement Guidelines of Student Care and Support System in School Performance Center Thamaka 5 under Kanchanaburi Primary Educational Service Area Office 2

Watcharapon Kutawarun — 2026-08-31

This research article aimed to study 1) the operation of student care and support system in School Performance Center Thamaka 5 2) the operational improvement guidelines of student care and support system in School Performance Center Thamaka 5 under Kanchanaburi Primary Educational Service Area Office 2. This study employed a descriptive research design. The sample was the consisted of 92 school administrators and teachers in School Performance Center Thamaka 5 under Kanchanaburi Primary Educational Service Area Office. They were selected by stratified random sampling, with strata defined according to their current job positions. The instruments used for data collection included a five-point Likert scale questionnaire with an Index of Item-Objective Congruence (IOC) all items were equal to 1.00 and a Cronbach’s alpha reliability coefficient of 0.98 and a semi-structured interview form. The statical analysis were frequency, percentage, arithmetic mean, and standard deviation, while content analysis was employed for the interview data.

The research results were found as follows; 1) The operation of student care and support system in School Performance Center Thamaka 5, both overall and in each aspect, was at a high level. 2) The operational improvement guidelines of student care and support system in School Performance Center Thamaka 5 under Kanchanaburi Primary Educational Service Area Office 2 were as follows: 1) Administrators should support teachers in using a variety of methods for collecting student information, 2) Administrators and teachers should collaboratively collect and analyze student screening data systematically in a centralized database, 3) Administrators and teachers should collaboratively develop individualized student assistance plans with parental involvement and continuously monitor student progress, 4) Administrators and teachers should collaboratively organize activities based on students’ interests and individual differences in order to promote students’ potential and participation, 5) Administrators and teachers should collaboratively develop a systematic student referral process, encourage cooperation from all parties involved, and continuously monitor and improve the process.

Organizational Culture of Tha Ruea “Nittayanukul” School

Sirinan Phaylahan — 2026-08-31

This research article aimed to study 1) examine the organizational culture of Tha Ruea “Nittayanukul” School. 2) The guidelines for promoting the organizational culture of Tha Ruea “Nittayanukul” School. This study employed a descriptive research design. The sample was the consisted of 70 personnel from Tha Ruea “Nittayanukul” School under the Secondary Educational Service Area Office Phra Nakhon Si Ayutthaya. They were selected by stratified random sampling. The instruments used for data collection included a five-point Likert scale questionnaire on the organizational culture of Tha Ruea “Nittayanukul” School with an Index of Item-Objective Congruence (IOC) ranging from 0.67 to 1.00 and a Cronbach’s alpha reliability coefficient of 0.939 and a structured interview form. The statistics used for data analysis were frequency, percentage, mean, standard deviation, and content analysis. The research results were found as follows; 1) The organizational culture of Tha Ruea “Nittayanukul” School, as a whole, was rated at a high level. When considering each dimension individually, two dimensions were rated at the highest level, namely Integrity and Diversity. The remaining eight dimensions were rated at a high level. Ranked in descending order according to their arithmetic mean scores, these dimensions were: Excellence, Caring, Recognition and Reward, Organizational Goals, Sense of Belonging, Trust and Confidence, Empowerment, and Decision-Making, respectively. 2) The guidelines for promoting the organizational culture of Tha Ruea “Nittayanukul” School emphasize the active participation of administrators and personnel in fostering a shared understanding of and commitment to the school’s common goals. This can be achieved through the clear communication of the school’s vision, the delegation of responsibilities, and open participatory decision-making. Such efforts should be accompanied by the enhancement of employees’ sense of organizational belonging, pride in their roles and responsibilities, and mutual trust among personnel. Furthermore, continuous improvement should be encouraged through the application of creativity, evaluation results, and technology. The school should also cultivate a supportive work environment that promotes encouragement, cooperation, mutual assistance, and respect for individual differences.

Priority Needs for Developing Student Affairs Management to Enhance Parental Involvement at Wat Raja O Ros School

Kajonwit Kaewsuksai — 2026-08-31

This research aimed to study the current conditions, desirable conditions, and priority needs for developing student affairs management to enhance parental involvement at Wat Raja O Ros School. This study employed a descriptive research design. The population consisted of 3,155 participants, including 5 school administrators, 139 teachers, and 3,011 parents. The sample comprised 5 administrators and 139 teachers, who were selected through a census approach, and 341 parents selected using simple random sampling based on Krejcie and Morgan’s sampling table. The total number of informants was 485. The research instrument was a questionnaire on the current and desirable conditions of student affairs management for enhancing parental involvement. The questionnaire employed a five-point rating scale and consisted of 30 items covering three components. The Scale-Level Content Validity Index (S-CVI) was 1.00, and the overall reliability coefficient of the questionnaire was 0.85. Data were analyzed using mean, standard deviation, and the Modified Priority Needs Index. The findings revealed that the current conditions of student affairs management for enhancing parental involvement at Wat Raja O Ros School were at a high level, while the desirable conditions were at the highest level. At the component level, parental involvement in school activities showed the highest priority need, followed by parental involvement in school communication and parental involvement in parenting, respectively. At the indicator level, provide opportunities for parents to participate in developing guidelines for promoting student discipline demonstrated the highest priority need.

Guidelines for Developing the Professional Learning Community for Teachers at Khlong Bang Ping School, under the Samut Prakan Primary Educational Service Area Office 1

Attapon Waimittra — 2026-08-31

This research article aimed to study 1) the current state of the Professional Learning Community (PLC) of teachers at Klong Bang Ping School and 2) the guidelines for developing the PLC within the same institution. The population used in this research consisted of educational personnel at Khlong Bang Ping School, totaling 34 individuals. The instruments used for data collection included a questionnaire on teachers’ professional learning community, with the reliability coefficient of the entire questionnaire at 0.925, and a structured interview regarding guidelines for developing the professional learning community of teachers. Analysis data by Arithmetic mean, Descriptive statistics and Content Analysis. The research results were found as follows; 1) The overall implementation of the Professional Learning Community (PLC) at Klong Bang Ping School was rated at a high level. 2) The guidelines for developing a professional learning community for teachers at Khlong Bang Ping School, under the Samut Prakan Primary Educational Service Area Office 1, consisted of 8 steps and 24 guidelines. These included: 1) group formation and group characteristics, in which basic structures, activity schedules, and appropriate group sizes should be established; 2) roles of individuals in the learning community, where ICT systems and digital knowledge repositories should be utilized for information exchange; 3) collaborative identification of learning problems through the analysis of empirical data and learning evidence; 4) analysis of problem causes, focusing on teachers’ instructional behaviors and learning management processes; 5) problem-solving approaches, which should be supported by research and aligned with modern learning theories; 6) summarizing and developing solutions through clear action plans and evaluation criteria; 7) implementation of solutions through continuous practice and transparent reporting of actual outcomes; and 8) reflection and improvement, involving lesson-learned reviews and dissemination of successful practices to strengthen the school’s professional standards.

The Dissemination System of Buddhism by Thai Dhammaduta Monks at Wat Promkunaram, Thai Buddhist Temple of Arizona, United States

Songkran Phimpha — 2026-08-31

This research aims to 1) study the knowledge of the Buddhist propagation system of Thai Dharma missionaries in the United States, and 2) establish a Buddhist propagation system of Thai Dharma missionaries in the United States. 3) To test the system of propagation of Buddhism by Thai Dharma Missionaries in the United States and 4) to evaluate the system of propagation of Buddhism by Thai Dharma Missionaries at Wat Phromkunaram, Arizona, United States. The research design was a research and development research project. The sample group used was an experimental group consisting of 25 Thais and foreigners who volunteered to participate in the activity by simple random sampling. The research instruments were semi-structured interviews and the Buddhist propagation system of Thai Dharma Missionaries. The statistics used for analysis were percentage, mean, standard deviation, and descriptive analysis. The research results found that 1. The study of the Buddhist propagation system of Wat Phromkunaram, Arizona, USA, has 5 aspects: administration, building, service, propagation, and network. 2. The creation of a system for propagating Buddhism by Thai Dharma Ambassadors found that there are 5 activities: the activity of chanting, the activity of practicing meditation, the activity of Thai culture, the activity of the volunteer club of Wat Phromkunaram, and the activity of the Rak Thai club. The results of the evaluation of the Buddhist propagation system of Thai Dharma Missionaries found that overall, it was very appropriate and very feasible. 3. Experimenting with the system of propagation of Buddhism by Thai Dharma Missionaries found that Thai Dharma Missionaries have the following guidelines for carrying out activities to propagate Buddhism: 1) Creating public awareness 2) Self-esteem 3) Helping others 4) Adapting to society 5) Preserving Thai culture 6) Creating unity and 7) Creating good values. And 4. The overall assessment of the Buddhist propagation system of the Thai Dharma Ambassadors at Wat Phromkunaram found that it was at a high level with an average score of 4.09.

The Concept of Human in Existentialism Philosophy

Jularat Vichanati — 2026-08-31

This research article aimed to study 1) To study the concept of existentialism. The sample was Kierkegaard's existentialism views humans as individuals with internal anxieties, existing on three levels: aesthetic, moral, and religious. Humans should create meaning for their lives themselves, progressing towards the religious level without relying on social systems or rational reasoning to leap forward through faith in God. Nietzsche's existentialism emphasizes individual freedom in creating their own values, not relying on traditional morality that teaches humans to be submissive and weak. Jean-Paul Sartre's existentialism sees humans born with freedom, without inherent substance, possessing the freedom to make their own choices. And one must be responsible for one's choices.

Integrating Buddhist Ecology with Mangrove Forestry Design for Sustainable Community Ecosystem Conservation

Angkana Kitiputarapumigul — 2026-08-31

This research article aimed to 1) 1) to study the Buddhist ecological concept of mangrove driftwood; 2) to develop material management processes and creative design guidelines based on Buddhist ecology; and 3) to promote integrated learning and conservation awareness of ecosystem materials within the community for sustainability. This study utilizes a Research and Development (R&D) methodology, executed through the following stages: Stage 1 (R1) involves qualitative research through a review of relevant literature and research, complemented by field surveys, semi-structured interviews, focus group discussions, field notes, photography, and video recordings to gather local data. Stage 2 (D1) focuses on design through in-depth descriptive content analysis and synthesis to derive conclusive problem-solving approaches for subsequent experimental phases. Stage 3 (R2) entails design testing to identify flaws. Stage 4 (D2) represents the final development stage, which involves expanding upon diverse design sketches and experimenting with various technical methods to refine, improve, and achieve both functional appropriateness and aesthetic appeal. The research results were found as follows; The research findings revealed that the Buddhist ecological concept of mangrove driftwood integrates three dimensions of ecology (environmental, social, and spiritual) with Buddhist principles that emphasize a mutually supportive relationship between humans and nature. Regarding material management and creative design processes, mangrove wood was found to possess high durability and a uniquely beautiful grain, though it is limited by its heavy weight and tendency to split. To address this, the researcher developed a mortise and tenon joinery technique to reinforce structural stability, paired with the Japanese charred wood technique (Yakisugi) to enhance aesthetics and achieve a smoother surface. Additionally, epoxy resin and wood filler were utilized to mend cracks, transforming natural flaws into distinct characteristics. Finally, the promotion of ecological consciousness was achieved through hands-on learning (learning by doing), which enabled the community to shift their paradigm from viewing driftwood as mere waste to recognizing it as a valuable resource, ultimately leading to a sustainable community economy that supports the mangrove ecosystem.

A Study of Teachers’ Coping Skills at Samsenwittayalai School

Anaecharphan Nitiniunnaruemit — 2026-08-31

This research article aimed to examine the level of coping skills among teachers at Samsenwittayalai School. The study employed a descriptive research design. The participants consisted of 147 respondents, including 5 school administrators and 142 government teachers at Samsenwittayalai School. The research instrument used for data collection was a coping skills assessment questionnaire, which comprised two parts: (1) general information of respondents in a checklist format with 7 items, and (2) a coping skills scale consisting of 54 items using a five-point Likert scale. The instrument demonstrated satisfactory internal consistency reliability, with a Cronbach’s alpha coefficient of .89. Data were collected through an online questionnaire (Google Form), and all 147 questionnaires were returned, representing a response rate of 100 percent. The data were analyzed using descriptive statistics, including maximum, minimum, mean, percentage, and standard deviation. The findings revealed that the overall level of coping skills among teachers at Samsenwittayalai School was at a moderate level (Mean = 3.07, SD = 1.24). When considering each dimension, the highest levels were found in delay coping (Mean = 3.74, SD = 0.55), suppression of competing activities (Mean = 3.69, SD = 0.59), and acceptance (Mean = 3.68, SD = 0.52). In contrast, the lowest levels were observed in active coping (Mean = 1.68, SD = 0.31), positive reinterpretation (Mean = 1.68, SD = 0.42), seeking social support for problem-solving (Mean = 1.71, SD = 0.33), and behavioral expression (Mean = 1.71, SD = 0.41). These findings indicate that while teachers demonstrate strengths in emotional regulation and adaptive coping strategies, they exhibit limitations in proactive problem-solving skills. Therefore, it is essential to promote and systematically develop teachers’ problem-focused coping skills to enhance their ability to effectively manage challenges in their professional practice.

Social Movements for Sangha Institution Protection through Social Media by Academic Monks in Thai Buddhist Universities

Prateep Peuchthonglang — 2026-08-31

This research article has the following objectives: 1) to study the problems and activism roles of scholar-monks in protecting the Sangha institution in Thai Buddhist universities, 2) to study the characteristics and patterns of scholar-monks' activism through social media, and 3) to propose appropriate guidelines and good practices for promoting such activism. This research employed a sequential explanatory mixed-methods design, gathering quantitative data from 145 scholar-monks who use social media at Mahachulalongkornrajavidyalaya University, out of a target population of 220 (a 65.91 percent response rate), and qualitative data from in-depth interviews with nine key informants. The findings show that: 1. Scholar-monks perceive symbolic threats to the Dhamma-Vinaya, such as monastic misconduct and doctrinal distortion, as significantly more severe than material threats, yet their confidence in their own protective role lags markedly behind their awareness of the threat. 2. Their observed activism remains reactive and individual rather than proactive and networked, with the most-practiced strategy being rapid response to news trends framed within right speech (sammāvācā). 3. Scholar-monks strongly agree that institutional mechanisms should be established to support future activism, despite currently acting individually. Building on these findings, the article proposes a new conceptual framework, Sāsana-Protective Digital Activism, which argues that Buddhist ethics function as a Dhamma Filter interposed between institutional mobilizing drivers and every act of the actor, rather than as an external cultural context surrounding activism, with the sevenfold Sappurisa-dhamma operating as the grammar governing the form, content, and timing of communication. The article closes with policy and practical recommendations for the Sangha and Buddhist universities to elevate this activism from individual initiative to institutional support structures.

Religious Ontology: A Tool of Interpretation and Self-reliance of Elderly in Thai Society

Gatesarin Buttra — 2026-08-31

This research had three objectives: (1) to study the ontological interpretation of religion and the self-reliance of the elderly, (2) to develop an ontological interpretation tool concerning religion and the self-reliance of the elderly in Thai society, and (3) to drive the ontological interpretation of religion in building self-reliance among the elderly in Thai society. This research was a qualitative study employing documentary research and in-depth interviews with 30 key informants, selected through purposive sampling. The findings were as follows: 1) The concept of ontology, which is rooted in Western philosophy and has been applied through the ontological turn in the anthropological study of religion, can explain Buddhism as a way of seeing through from the level of conventional designation (sammati-paññatti) to ultimate designation (paramattha-paññatti). Four characteristics of interpretation emerged: the interpretation of the inner nature of human beings, the interpretation of the relationship between form (rūpa) and mind (nāma), the ontological interpretation concerning the preservation of life, and the ontological interpretation of living that values old age as a space for understanding the essence of life. In this regard, the self-reliance of the elderly is grounded in the Buddhist teaching that "one is one's own refuge" (attā hi attano nātho), encompassing the physical, mental, and holistic dimensions. A structural contradiction was found in that spiritual self-reliance still continually requires a structure of physical care provided by others. 2) The development of the Interpretation tool arose from synthesizing knowledge of Buddhism and Thai traditional medicine through two interconnected processes: the application of Buddhist principles led by monks through a four-party collaborative structure, and the application of Thai traditional medicine activities that classify illness according to age range and promote self-observation skills of the body, leading toward holistic care encompassing the physical, mental, social, and spiritual dimensions. 3) The driving process was carried out through the integration of knowledge into actual practice in two activities: a workshop on anatomy in scripture presenting the concept of the five levels of the body, and a seminar on health healing in Buddhist scripture connected to Ayurvedic concepts and the six temperaments (charita 6), which generated results at both the level of understanding and the level of implementation. This reflects that the ontological interpretation of religion can be transformed into concrete and sustainable practices that strengthen the self-reliance of the elderly in Thai society.