BUDDHIST INNOVATION IN APPLIED LEARNING MANAGEMENT: A NEW DIMENSION IN LEARNING MANAGEMENT FOR SOCIAL STUDIES, RELIGION, AND CULTURE TEACHERS IN NAKHON PHANOM PROVINCE

Abstract

Abstract

This research article aims to: (1) examine the learning management practices of Social Studies, Religion, and Culture teachers based on Buddhist principles; (2) develop a learning management process grounded in Buddhist teachings; and (3) evaluate the learning management process of Social Studies, Religion, and Culture teachers employing Buddhism-based approaches in Nakhon Phanom Province. The study employed a research and development (R&D) design. Data were collected from 15 key informants comprising experts through in-depth interviews and focus group discussions. The sample consisted of 149 Social Studies teachers, determined using Yamane’s formula with a margin of error of 0.05 from a population of 237 individuals. The experimental group for the handbook intervention included 129 students across four classrooms. Research instruments included interview forms, questionnaires, focus group discussion guides, and research operation manuals. Quantitative data were analyzed using basic statistics, while qualitative data were analyzed using content analysis.

The results revealed that: (1) teachers expressed a high level of agreement that Buddhism-based instruction can foster moral and ethical development and benefit learners. Major obstacles in applying Buddhist principles were linked to students’ lack of interest and teachers’ lack of readiness. (2) Four learning management models integrating Buddhist teachings were developed: the Four Noble Truths (for problem-solving), the Four Paths of Accomplishment (for motivation building), the Threefold Training (for holistic development), and the Seven Qualities of a Genuine Person (for social coexistence). (3) The evaluation of the four developed instructional models demonstrated an effectiveness index of 80/80. A comparison of students’ pre-test and post-test scores showed that the post-test scores were significantly higher than the pre-test scores at the .05 level.