Journal of Srilanchang Review

MORAL DEVELOPMENT MODEL OF MAHAMAKUT BUDDHIST UNIVERSITY SRILANCHANG CAMPUS STUDENTS BASED ON LIFE STATION CONCEPT OF PHRABHATTHARADHAMMASUTHI (SUPAT SUVATTHANO)

Sureephon Chabudboontarik, Phra Nanthawut Suchayawuththigo — Tue, 30 Jun 2026 00:00:00 +0700

The objectives of the research were 1) to study, and 2) to develop a model for enhancing the moral virtues of students at Mahamakut Buddhist University, Si Lan Chang Campus, based on the "Life Stations" concept of Phra Bhadhra Dhammasudhi (Suphat Suvaddhano). This study employed a qualitative research methodology. The target groups consisted of Phra Bhadhra Dhammasudhi, representatives of the Sangha, faculty members, and undergraduate students. The research instruments included document analysis guidelines, in-depth interview forms, focus group discussion themes, group discussion topics, observation records, and evaluation forms. Data were analyzed using content analysis, as well as statistical analysis including mean, standard deviation, and t-test. for independent samples. The research findings were as follows: 1. The research finding disclosed that the "Life Station" concept of Phra Bhadradhammasudhi (Suphat Suvaddhano) likens an individual's life to a train journey that stops at various stations. This journey consists of four key stations, each of which integrates specific virtues as follows: Station 1: The Family Station (The Starting Point) This is the initial station that shapes one's identity. Its core foundations are respect and love. The Dhamma principles integrated into this station include Garava (Respect), Nivata (Humility), and the Four Brahmavihara (The Four Sublime States of Mind) Station 2: The School Station (Learning) This is a period dedicated to the pursuit of knowledge and the cultivation of discipline. The core Dhamma principles for this station are Su-Ji-Pu-Li (Listening, Thinking, Asking, and Recording) and the Four Iddhipada (The Four Paths to Success) Station 3: The Workplace Station (Building Stability) This station involves interacting with a diverse range of people and taking on professional responsibilities. The guiding Dhamma principles include Self-Management, People Management, and Task Management (Krong Ton, Krong Kon, Krong Ngan), along with the Five Bala (The Five Powers) Station 4: The Destination Station (Life’s Conclusion) Upon reaching the end of the line before departing from this world, the essential thing to carry forward is the "Provisions of Merit" (Sabiang Boon). The core Dhamma principles for this station are Punyasikkha (The Study of Merit-making) and the Four Sangahavatthu (The Four Bases of Social Solidarity). 2. The research indicated that students' knowledge and understanding of the Moral Development Model at Mahamakut Buddhist University, Si Lan Chang Campus, based on the "Life Stations" concept, showed a statistically significant improvement between the pre-assessment and post-assessment at the .01.

APPLICATION OF THE FOUR PATHS OF ACCOMPLISHMENT (IDDHIPADA IV) FOR TEMPLE DEVLOPMENT UNDER THE WAT PRACHA RAT SANG SUK PROJECT IN WANG SAPHUNG DISTRICT, LOEI PROVINCE

Phramaha Jirapong Jirasubho (Wonganu), Jarukit Phiriyasuvat, Udon Chantavan — Tue, 30 Jun 2026 00:00:00 +0700

The objectives of this qualitative research were: 1) to investigate the state of public participation in temple development under the Wat Pracha Rat Sang Suk Project in Wang Saphung District, Loei Province; 2) to study the working principles and development strategies of the project based on the Iddhipada IV; and 3) to propose the working principles and development strategies for project development according to the Iddhipada IV. Data were collected from 17 key informants selected via purposive sampling, utilizing open-ended in-depth interviews and focus group discussions. Data were analyzed using content analysis and methodological triangulation, then presented through descriptive synthesis. The research findings revealed as follows: 1. Regarding the state of public participation, community leaders and residents in Wang Saphung District demonstrated strong engagement in physical and landscape developments. They effectively managed 9 core designated zones within temples to be clean, tranquil, and aesthetically pleasing under the "Beautiful Temples through Happiness" concept. This enhanced unity and stimulated the local grassroots economy through Buddhist tourism. However, weaknesses persisted regarding disorganized asset registrations, decaying religious structures, and a lack of proactive administrative skills among certain ecclesiastical administrators. 2. The working principles and strategies applied through the Iddhipada IV framework consisted of: Chanda (aspiration), generating shared faith and motivation for development; Viriya (effort), persistent physical upkeep and environmental management; Citta (thoughtfulness), maintaining spiritual focus and intellectual space creation; and Vimamsa (investigation), evaluating and adjusting procedures through the "Bovorn" (Home, Temple, Government) network model. 3. The proposed strategic framework for sustainable development should anchor on "Beautiful Temples Create Happiness" by operationalizing the 5S methodology (Seiri: Sort, Seiton: Set in order/Straighten, Seiso: Shine/Sweep, Seiketsu: Standardize, Shitsuke: Sustain/Self-Discipline) as daily routines. This operationalization must sync with the six domains of ecclesiastical affairs and utilize Sappaya VII as an evaluative benchmark to upgrade temples into ideal environments conducive to Dhamma practice and community welfare.

INTEGRATION OF THE THREEFOLD TRAINING PRINCIPLES (TRISIKKHA) IN ENHANCING THE WELL-BEING OF THE ELDERLY IN WANG BAN SUBDISTRICT, LOM KAO DISTRICT, PHETCHABUN PROVINCE

Phra Rachata Thammarato (Saijan), Jarukit Phiriyasuvat, Udon Chantavan — Tue, 30 Jun 2026 00:00:00 +0700

This qualitative research article aimed to 1) examine the general conditions, 2) investigate the processes, and 3) propose a model for integrating the Threefold Training principles (Trisikkhha) to enhance elderly well-being in Wang Ban Subdistrict, Lom Kao District, Phetchabun Province. Data were collected through document analysis, in-depth interviews with 15 key informants, and focus group discussions with 43 experts. Descriptive content analysis was subsequently employed for data evaluation. The research findings were revealed as follows: 1) Regarding general conditions, Sila (morality) was applied to regulate physical and verbal behaviors through volunteer activities. Samadhi (concentration) was utilized to enhance mental harmony, while Pañña (wisdom) was cultivated to promote mindful and rational living. 2) The integration process was initiated through behavioral refinement (Sila), followed by mental stabilization (Samadhi), and governed by intellectual liberation (Pañña). Structural implementations were achieved through the establishment of health parks, activity zones, and the integration of local sages as educators. 3) The developed integration model (S-S-P Model) demonstrated that Sila served as the foundation for social and occupational sufficiency, Samadhi strengthened wholesome mental states, and Pañña represented the highest development tier materialized via elderly healthcare centers. These three components were continuously interconnected and mutually reinforcing, thereby systematically generating holistic and sustainable well-being for the elderly.

GUIDELINES FOR THE APPLICATION OF THE SEVEN FACTORS OF ENLIGHTENMENT IN HOLISTIC HEALTH CARE FOR THE MONKS OF MUANG LOEI DISTRICT LOEI PROVINCE

Phra Adison Agghadhommo (Wannakham), Udon Chantavan, Jarukit Phiriyasuvat — Tue, 30 Jun 2026 00:00:00 +0700

The objectives of this research were: 1) to investigate the general health care conditions of Buddhist monks in Mueang Loei District, Loei Province; 2) to compare the guidelines for applying the Bojjhanga VII (Seven Factors of Enlightenment) in health care based on personal factors; and 3) to propose guidelines for applying the Bojjhanga VII to promote the holistic health care of the Sangha. A mixed-methods research design, combining quantitative and qualitative approaches, was employed. The quantitative sample consisted of 189 Maha Nikaya Buddhist monks in Mueang Loei District, selected through purposive sampling. The research instrument was a questionnaire. Quantitative data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation, as well as inferential statistics, including t-test and One-Way ANOVA. For the qualitative phase, data were gathered through in-depth interviews with 10 key informants and analyzed using inductive content analysis. The research findings were as follows: 1. Regarding the general health care conditions, it was found that the majority of the monks engaged in appropriate health care behaviors in their daily routines, such as refraining from smoking, exercising through daily monastic duties (specifically walking for alms rounds and cleaning temple areas), obtaining sufficient rest, and avoiding inappropriate beverages. Most respondents were ecclesiastical administrative monks, aged 51 years or older, and held a Bachelor’s degree. 2. In the comparison analysis, it was revealed that monks with different statuses, ages, and educational levels showed no statistically significant differences in their practices and guidelines for applying the Bojjhanga VII in holistic health care at the 0.05 level. Consequently, the research hypothesis was rejected. 3. Regarding the guidelines for the application of the Bojjhanga VII for holistic health care, it was proposed that all seven factors should be actively promoted: (1) Sati (mindfulness) for self-awareness in daily life; (2) Dhamma-vicaya (investigation of states) for utilizing wisdom to analyze the causes and effects of health conditions; (3) Viriya (effort) to sustain perseverance in continuous health care; (4) Piti (rapture) to generate inner joy and morale; (5) Passaddhi (tranquility) to reduce stress and enhance physical and mental relaxation; (6) Samadhi (concentration) for mental stability; and (7) Upekkha (equanimity) for maintaining a neutral mind and accepting the nature of physical changes. All these factors contribute to a balanced, stable, and sustainable physical and mental health for the monks.

GUIDELINES FOR APPLYING THE PRINCIPLE OF LOVING-KINDNESS TO IMPROVE THE QUALITY OF LIFE OF THE PEOPLE IN WANG PLAPOM SUB-DISTRICT ADMINISTRATIVE ORGANIZATION, NA WANG DISTRICT, NONG BUA LAMPHU PROVINCE

Pramaha Tochok Thanitsaro (Wiangwiset), Udon Chantavan, Jarukit Phiriyasuvat — Tue, 30 Jun 2026 00:00:00 +0700

The three objectives of this research were: 1) to study the general state of quality of life development of people in Wang Pla Pom Subdistrict Administrative Organization, Na Wang District, Nong Bua Lamphu Province; 2) to study the principle of loving-kindness in Theravada Buddhism contributing to quality of life development; and 3) to investigate the application of the loving-kindness principle to improve the quality of life of people in the designated area. Qualitative research methodology was employed in this study. Data were gathered from academic documents, Buddhist scriptures, and in-depth interviews conducted with 26 key informants, including monastic authorities, local administrators, educational personnel, and community leaders. Additionally, a panel discussion was organized with 9 experts. The collected data were analyzed through descriptive analysis based on inductive reasoning. The research results were revealed as follows: General problems in the area: It was found that local people faced uncertain income from agricultural sectors, resulting in chronic stress. Broken family structures were caused by the migration of the working-age population, and community resilience was declined due to materialistic competition. The principle of loving-kindness: Loving-kindness was defined as a mental state desiring the happiness of others, expressed through three channels: physical actions (Metta-Kayakamma), verbal actions (Metta-Vacikamma), and mental actions (Metta-Manokamma). These aspects were recognized as vital mechanisms for conflict reduction and social equality. The application for quality of life development: The model of "Compassionate Governance" was integrated into public administration. The implementation of "Creative Compassionate Physical Actions" was operated through community enterprise activities to generate income. Furthermore, the "Bovorn" (Home-Temple-School) network and Buddhist dispute mediation were effectively utilized, leading to psychological well-being, economic stability, and sustainable improvement of life quality.

DEVELOPMENT OF PROJECT-BASED LEARNING ON PRINCIPLES OF THAI LANGUAGE (ED1014) UNDER 21ST CENTURY LEARNING FRAMEWORK

Tue, 30 Jun 2026 00:00:00 +0700

The objectives of this research article were aimed at developing instructional management for the course ED1014: Principles of Thai Language through the application of Project-Based Learning (PjBL), aligned with the 21^st -century learning framework, and comparing the academic achievement of students between pre-learning and post-learning phases. The population and target group were comprised of 21 first-year undergraduate students majoring in Thai Language Teaching at Mahamakut Buddhist University, Srilanchang Campus, who were enrolled in the first semester of the 2021 academic year. These participants were selected through a purposive sampling method. The research instruments were composed of 1) A Course Specification (TQF 3) designed with project-based learning activities, 2) Pre-test and post-test assessments consisting of 30 items, 3) an evaluation form for project-based learning management, and 4) a student attitude assessment form. Data were analyzed using percentage, mean (), standard deviation (S.D.), and a t-test for dependent samples. The results of the research were found as follows: 1. The developed project-based learning process was structured into six main stages: preparation, topic definition, proposal writing, implementation, presentation, and evaluation. It was indicated that students’ satisfaction and attitudes toward this learning management were maintained at a high level. The mean score for the learning process satisfaction was recorded at 4.28 (S.D. = 0.45), while the mean for learning attitude was measured at 4.25 (S.D. = 0.44). It was perceived by the students that this learning model significantly promoted teamwork and analytical thinking skills. 2. Regarding the comparison of academic achievement, it was observed that the students’ pre-test mean score was calculated at 22.71, whereas the post-test mean score was increased to 28.29. When compared, the post-test mean scores were found to be significantly higher than the pre-test scores at the .05 level. Consequently, it was demonstrated that project-based learning management effectively enhanced the understanding of complex Thai grammar content. The curriculum objectives were achieved, and 21^st-century skills were tangibly prepared for the learners.

THE DEVELOPMENT OF LEARNING MANAGEMENT ON BUDDHIST IMPORTANT DAYS FOR GRADE 9 STUDENTS AT YOONGTHONG PHITTAYAKOM SCHOOL USING COOPERATIVE LEARNING

Tue, 30 Jun 2026 00:00:00 +0700

The purposes of this research article were (1) to develop learning management; (2) to compare learning achievements before and after the implementation of learning activities; and (3) to study student satisfaction towards the learning activities on Buddhist Important Days for Grade 9 students at Yoongthong Phittayakom School using cooperative learning. The sample used in this study consisted of 18 Grade 9/4 students, who were selected through purposive sampling. The research instruments included: 1. learning management plans, 2. an achievement test, and 3. a satisfaction assessment form. Data were analyzed using percentage (P), mean (X ̅), and standard deviation (S.D.), while the hypothesis was tested using the t-test Dependent. The research findings revealed that:Regarding the development of learning management, a mean score (X ̅) of 39.44 was obtained from the students' learning achievement before the activities were organized. After the implementation of the learning activities, a mean score of 79.72 was achieved, which was clearly higher than the pre-activity score. From the comparison of learning achievements before and after the activities, the students' post-learning achievement was found to be statistically higher than their pre-learning achievement at the .05 significance level. Regarding student satisfaction towards the learning management, the overall satisfaction was rated at the highest level (X ̅ = 4.63, S.D. = 0.71). When analyzed item by item, the highest mean score was found in the item regarding active student participation in teaching and learning activities, which was rated at the highest level (X ̅ = 4.78, S.D. = 0.42). This was followed by the utilization of instructional media aligned with the content and objectives, also rated at the highest level (X ̅ = 4.72, S.D. = 0.56). The lowest mean score was found in the item regarding the use of diverse instructional media, which was still rated at the highest level (X ̅ = 4.39, S.D. = 1.01).

DEVELOPMENT ON A TEACHING MODEL THAT PROMOTES COMPETENCY IN THAI LANGUAGE LEARNING MANAGEMENT OF GRADUATE STUDENTS BY USE CREATIVITY BASED LEARNING

Bancha Thammabut, Khacha Praneetpolkrung, Natthakit Siriwattanatakun — Tue, 30 Jun 2026 00:00:00 +0700

This research article aimed to: (1) examine fundamental information and identify the needs for developing an instructional model that enhances Thai language learning management competency; (2) design and develop an instructional model to promote Thai language learning management competency among undergraduate students; (3) implement the developed instructional model; and (4) evaluate the effectiveness of the instructional model. This study employed a research and development (R&D) approach. The target group consisted of 30 undergraduate students from the Faculty of Education in the second semester of the 2024 academic year. The research instruments included the instructional model, lesson plans based on the model, an assessment form for Thai language learning management competency, reflection forms, and a questionnaire on students’ opinions. Quantitative data were analyzed using mean, standard deviation, and t-test. The findings revealed that the instructional model should emphasize the integration of academic knowledge and local wisdom with digital technology to enhance Thai language learning management competency in alignment with the social context of the 21st century. The model should also promote active learning through activities that encourage critical thinking, problem-solving, and creative production of meaningful work. The overall appropriateness of the instructional model at the draft stage was rated at a high level (μ = 4.07, σ = 0.62). The results of the implementation indicated that students’ competency after the intervention was significantly higher than before the intervention at the .05 level of statistical significance. The overall appropriateness of the instructional model at the draft stage was rated at a high level (μ = 4.31, σ = 0.79). The results of the implementation indicated that students’ competency after the intervention was significantly higher than before the intervention at the .05 level of statistical significance.

MUANG NAM PAT AND THE WAR BETWEEN LAOS - SIAMES (A.D. 1826-1828)

Teerawatt Sankom, Sureephon Chabudboontarik — Tue, 30 Jun 2026 00:00:00 +0700

This research article aimed to study the historical development, roles, and effects of Muang Nam Pat during the war between Laos and Siam (A.D. 1826–1828) through a historical method. The study found that: 1) Muang Nam Pat historically developed into a town in the late 23rd Buddhist century, and it is assumed that the majority of its population were Laotians.
2) Later, during 1826–1828, the town faced the hardships of war; the Vientiane army evacuated the local citizens, leaving the town abandoned, which subsequently served as a military gathering point for the Lanna army. 3) After the war ended, Muang Nam Pat was restored as a dependent town under the jurisdiction of Muang Phichai. It was obligated to pay a teakwood tribute and functioned as a major route for relocating Lao people from the south of Luang Prabang to Muang Phichai before transferring them to Bangkok.

THE VALUE OF LITERATURE AND LITERARY WORKS AT THE MATHAYOMSUKSA 2 LEVEL

Tue, 30 Jun 2026 00:00:00 +0700

The objective of this academic article was aimed at examining the literary and educational values of literature and literary works at the Mathayomsuksa 2 level, as prescribed by the Basic Education Core Curriculum B.E. 2551. In this study, the identified values were found to be categorized into five distinct aspects: 1) emotional and imaginative value, 2) moral and intellectual value, 3) cultural and historical value, 4) critical thinking and language skill value, and 5) inspirational value contributing to diverse literary and artistic creations. Four dimensions of value were revealed in the Phra Ratcha Phongsawadan Illustration and Samakkhi Sewok Sepha, whereas three dimensions were reflected in King Ramkhamhaeng Inscription No. 1, Ramakien (Narai Subduing Nonthok), Kap Ho Khlong Praphat Than Thong Daeng, The Didactic Royal Verses of King Chulalongkorn, and the Klon Doksoi on Elegy Written in a Country Churchyard (Ramphung Nai Pa Cha). The significance of literary merit in Thai literature education was demonstrated by these findings. Furthermore, practical implications were offered for Thai language teachers to integrate these studied values into instructional practices aligned with curriculum indicators. Consequently, the quality of learners was enhanced in accordance with the core learning standards, and Thai language learning skills in literature and literary works were effectively developed for contemporary students.

DESCRIPTIVE ARTISTRY IN 'NA RUEDU NAO': A POETIC WORK BY SAKORN CHITANGKORN

Kittiya Khunarak, Pranita Chantharapyaphan — Tue, 30 Jun 2026 00:00:00 +0700

The objective of this academic article was to examine the literary merits of imagery in the anthology of poems entitled Na Ruedu Nao (In the Winter), composed by Sakorn Chitangkorn. In this collection, the author’s life experiences across all seasons were recorded. Imaginative elements, thoughts, and emotions of the author were genuinely conveyed to readers through linguistic aesthetic, whereby reality, beauty, sorrow, and serenity were reflected via distinctive literary language. Furthermore, spiritual faith was mirrored through the tranquil beauty of nature, and natural elements were interconnected with spiritual liberation. Dhamma symbols were employed to contrast with Buddhist teachings and the truth of life. This poetic work was crafted from real emotions and actual events, by which readers' perspectives are broadened and moral insights are provided. The content was divided into three sections: the winter season, the summer season, and the rainy season. According to the findings, the literary devices of imagery utilized in Na Ruedu Nao were categorized into eight distinct aspects: (1) imagery of Buddhist principles, (2) imagery of sacred religious sites, (3) imagery of Dhamma practice centers, (4) imagery of nature, (5) imagery of love, (6) imagery of passion, (7) imagery of the epidemic, and (8) imagery of war.

METHODOLOGY IN TEACHING THAI LITERATURE FOR MODERN CHILDREN

Phramaha Watchara Vajirayano, Phrakru Pariyattichanthabandit, Phawinee Saengnak — Tue, 30 Jun 2026 00:00:00 +0700

The objective of this academic article was to examine appropriate instructional methodologies for Thai literature tailored to Generation Alpha learners within the context of a rapidly changing digital society. Distinct personality traits, attitudes, and cognitive processes are shaped by the shifting environments of each generation. In particular, Generation Alpha individuals were born and raised amidst advanced digital technologies and social networks, by which diverse information is accessed and multifaceted interests are cultivated. Nevertheless, amidst this modernization, the preservation of Thai national identity, traditional arts, culture, and Thai literature as a valuable cultural heritage was deemed highly essential. According to the findings, the development of positive attitudes toward Thai literature among modern learners was required to be facilitated through innovative and diverse pedagogical methodologies. Through these active learning processes, learners were enabled to bridge the knowledge of traditional literature with real-life applications in contemporary society. Consequently, the implementation of these adaptive instructional frameworks was concluded to be crucial for enhancing the efficiency of Thai language education for the new generation.

MAHA SONGKRAN DAY: THE EVOLUTION OF BELIEFS INTO AN INTANGIBLE CULTURAL HERITAGE OF HUMANITY

Phrakru Sutthakhun Warakorn, Songsuk Phakaew, Phra Ritthichai Chanthochoto — Tue, 30 Jun 2026 00:00:00 +0700

The objectives of this academic article were presented to outline guidelines for preserving and disseminating the cultural values of the Songkran tradition, by which the beliefs of Brahmanism (Hinduism) and Buddhism were integrated to ensure its perpetuity; and to promote national and international awareness regarding the significance of the Songkran festival, which eventually was inscribed by UNESCO as an Intangible Cultural Heritage of Humanity. Cultural developments evolved from intertwined beliefs were focused and analyzed within the content, synthesizing Brahmanical (Hindu) astrological concepts regarding the sun's transition into Aries as the New Year mark, with Buddhist practices centered on merit-making, monk and Buddha statue bathing rituals, and expressions of gratitude toward ancestors and elders. Furthermore, the community's way of life, values, and social solidarity were illustrated through the role of water and a case study of water-splashing practices in Thai-Isan culture. In the conclusion of the article, it was indicated that the unique history and intangible identity of this tradition directly resulted in the official declaration of the Songkran festival in Thailand as an Intangible Cultural Heritage of Humanity by UNESCO. Along with this finalization, body of knowledge and policy recommendations were offered, suggesting that proactive conservation policies, the promotion of creative activities at the community level, and the integration of cultural knowledge into the youth generation should be established by the government and relevant sectors in order to sustain the traditional identity in alignment with international standards.

INTEGRATING CHEMISTRY AND SCIENCE FOUNDATIONS IN HIGHER EDUCATION: MANAGING LEARNING GAPS THROUGH PROACTIVE REMEDIATION

Thitinan Thammasom, Bussabavadee Puttanu, Mallika Lapunt, Napatsorn Wongpriaw — Tue, 30 Jun 2026 00:00:00 +0700

Chemistry foundation courses in higher education face critical challenges arising from differences in students’ prior knowledge, the abstract nature of chemistry content, cognitive load, science anxiety, and competitive learning cultures that emphasize academic performance over meaningful understanding. These issues contribute to low conceptual understanding, surface learning, and disengagement from science learning among many students. In this critical review article, contemporary knowledge regarding learning gaps in chemistry education was analyzed and synthesized, and Proactive Remediation for Thai higher education contexts were proposed. A critical synthesis of literature in chemistry education, learning psychology, active learning, and learning analytics published during 2020–2025 was employed. It was found that learning gaps are not solely caused by individual ability but are shaped by interactions among curriculum structures, teaching approaches, assessment systems, educational inequality, and emotional factors. Furthermore, rote memorization rather than deep conceptual understanding was shown to be promoted by lecture-dominated instruction and examination-oriented systems. A “Proactive Chemistry Learning Ecosystem” framework was proposed, integrating diagnostic assessment, active learning, emotional support, learning analytics, and reflective feedback to transform remediation from reactive intervention into preventive learning design. Critically, it is argued that chemistry education reform in higher education should emphasize educational equity rather than academic filtering to develop learners capable of scientific reasoning, knowledge construction, and lifelong learning.

INTEGRATING GROWTH MINDSET, AGILITY, AND PSYCHOLOGICAL RESILIENCE INTO BUDDHIST ADAPTIVE LEADERSHIP: A CONCEPTUAL SYNTHESIS BASED ON THE PDCA CYCLE

Wirawit Yasothon, Phramaha Thanin Klinhorm, Chakgrit Podapol — Tue, 30 Jun 2026 00:00:00 +0700

This article aims to synthesize and develop a conceptual framework that integrates growth mindset, agility, and psychological resilience into Buddhist leadership, using the PDCA cycle as a systemic foundation for analysis. The study adopts a documentary analysis and conceptual synthesis approach. The findings indicate that growth mindset serves as a cognitive foundation that fosters openness to learning and continuous development. Agility functions as a behavioral mechanism that enables leaders to respond adaptively within dynamic and uncertain environments. Meanwhile, psychological resilience represents an essential psychological capacity that allows leaders to recover, sustain performance, and grow through adversity. When integrated with core Buddhist principles—namely Right View (Sammā-diṭṭhi), the Four Bases of Accomplishment (Iddhipāda), Mindfulness (Sati), Patience (Khanti), and Equanimity (Upekkhā)—these elements collectively form what can be conceptualized as “Buddhist Adaptive Leadership.” This integrative model can be systematically explained through the PDCA (Plan–Do–Check–Act) cycle, which is reconceptualized as a dynamic learning system rather than merely a process improvement tool. This body of knowledge contributes to the advancement of leadership theory by bridging Western psychological constructs with Buddhist philosophical foundations. It offers a holistic framework that encompasses cognitive, behavioral, and psychological dimensions of leadership. The proposed model also has significant practical implications for leadership development in educational and organizational contexts, particularly in promoting continuous learning, mindful action, and sustainable adaptation in an increasingly complex world.