Wishing Journal Review

Guidelines for developing strategic leadership to raise the quality of educational institutions under the Suphanburi Primary Educational Service Area Office Area 3

Wisanu Niampan — 2026-01-08

The objectives were to study 1) the leadership level, 2) the necessity, and 3) to propose the guideline for leadership development based on the strategic management concept to improve the quality of educational institutions under the Office of the Primary Educational Service Area, Suphan Buri Area 3. The sample includes 319 educational institution administrators and teachers. The tools include questionnaires. The statistics used are frequency, percentage, mean, standard deviation, PNI_Modifiedindex, and content analysis. The research results found that: 1. The level of leadership according to the strategic management concept to improve the quality of educational institutions under the Office of the Primary Educational Service Area, Suphan Buri Area 3 was overall at a moderate level ( = 3.17). 2. The essential needs had a PN_Imodified > 0.20 in all 4 areas, namely 1) Revolutionary analytical thinking, PNI_modified = .858, 2) Strategic planning and control, PNI_modified = .344, 3) Visionary organizational performance improvement, PNI_modified = .253, 4) Organizational direction determination, PNI_modified = .250. 3. The guidelines for leadership development according to the strategic management concept to improve the quality of educational institutions under the Office of the Primary Educational Service Area, Suphan Buri Area 3 consist of 4 guidelines, namely 1) Leadership development according to the strategic management concept in the area of revolutionary analytical thinking, 2) Leadership development according to the strategic management concept in the area of strategic planning and control, 3) Leadership development according to the strategic management concept in the area of visionary organizational performance improvement, and 4. Leadership development according to the strategic management concept in the area of organizational direction determination. In development, importance must be given to setting a clear vision.

Application of Technology in Developing Social Studies Teaching, Integrating the Principles of Yonisomanasikara

Thipawan Bohripan — 2026-01-08

This academic article aims to study the application of technology in developing social studies teaching by integrating the principles of Yoniso Manasikara. Due to the context of the modern world where digital technology plays an important role in life and learning. Social studies learning management needs to be adjusted to be consistent with these changes, especially by integrating Buddhist principles, namely the principle of Yoniso Manasikara, into learning. It is a process of thinking rationally and deeply, which encourages learners to analyze, distinguish and link knowledge to practice appropriately. Technology integration can be carried out through the use of various learning technology media. Such as multimedia, online platforms and virtual reality (VR/AR) tools, learning via mobile devices such as tablets or smartphones, Gamification, using games to create motivation and fun learning experiences. It can create highly interactive learning experiences that cater to individual differences and stimulate meaningful learning.

The expected outcome is that learners will gain a deeper understanding of social studies content. Possess analytical thinking skills and can apply knowledge appropriately in real life. Live a moral life, enabling learners to think, act, and solve problems effectively. Become responsible citizens of society in the modern world.

Buddhist Principles and the Use of Artificial Intelligence in Teaching Social Studies

Monsiri Lowhabud — 2026-01-08

The Ministry of Education has implemented a policy to organize the teaching and learning of Social Studies as a key mechanism for developing individuals to live in society with quality, to understand social change, and to coexist happily with others. The content of Social Studies supports the development of learners in terms of knowledge, skills, attitudes, and moral-ethical values, which form the foundation of being a good citizen in a democratic system. Therefore, the teaching of Social Studies should not be limited to the traditional transmission of knowledge.

In Thai society, which has a long-standing foundation in religion and culture, Buddhism has played a significant role in shaping the mental and intellectual orientation of the people. In the 21st-century approach to teaching Social Studies, the world is rapidly changing under the influence of technology, especially Artificial Intelligence (AI), which now plays a profound role in daily life — from information retrieval and big data analysis to the creation of original content. Education today cannot ignore these changes.

Social Studies, which emphasizes understanding history, geography, economics, politics and governance, as well as social morality and ethics, is now facing a major challenge: teaching learners to use technology with critical thinking and responsibility, avoiding the pitfalls of believing in false information or misusing technology. AI, however, is merely a tool; without an ethical framework, its use may lead to problems such as plagiarism, dissemination of distorted information, discrimination, or even incitement of hatred.

Therefore, it is necessary to have a “moral compass” to guide the use of AI for the benefit of learning and society as a whole. Buddhist principles can serve as an important conceptual framework for the appropriate use of AI in teaching Social Studies, as these principles are not only religious teachings but also universal values that emphasize righteousness, rationality, respect for others, and peaceful coexistence. Integrating AI into Social Studies education based on Buddhist principles can help learners gain not only academic knowledge but also a moral and ethical consciousness, along with a sense of social responsibility. This will contribute to the development of “digital citizens” who are both competent and virtuous.

Social Studies Education and Youth Development

Phra Maha Natdanai Thanawuttho (Niamhom) — 2026-01-08

Every member of society has roles and responsibilities according to their social status. Although the specifics of these roles may differ depending on the context, they share a common purpose in principle. When individuals fulfill their duties correctly, they can be regarded as "good citizens of society and the nation," contributing to national stability and sustainable development. Therefore, all members of society—especially the youth, who are the future of the nation—should study, understand, and remain committed to their responsibilities in order to collectively drive the country toward lasting prosperity and stability.

Social Studies Teaching in the Thailand 4.0

Tanakorn Phikulthong — 2026-01-08

This article aims to explore approaches for organizing social studies instruction to align with the context of the Thailand 4.0 era, which is driven by innovation, technology, and creativity. It emphasizes equipping learners with 21st-century skills, including critical thinking, problem-solving, collaboration, and the discerning use of technology. The article presents teaching strategies centered on the learner, integrating information technology, and promoting learning through problem-based and project-based methods, with the goal of developing students who can adapt and possess the qualities of global citizens.

The Role of Teachers as Learning Coaches for Modern Learners

Phra Sirithep Thammawaro (Sirirattanatrai) — 2026-01-08

Learning has changed from a teacher-based model of knowledge transfer to learner-centered learning. Ability to think critically. Self-paced learning and developing intrinsic motivation are important skills that modern learners need. The purpose of this article is to study the meaning, concept, and importance of being a learning coach, analyze the roles and skills needed of teachers in such contexts, and study related theories and concepts such as learner-centered learning. Theory of Internal Motivation and Educational Coaching Theory In addition, it discusses the challenges of transitioning the role of teachers in the Thai education system and suggests ways to develop teachers to be able to act as effective learning coaches. The article points out that being a learning coach not only helps to promote the potential of learners. It is also the key to improving the quality of education in line with the changes in the modern world.

Mindfulness as in an Integrative Mechanism of a Tri-Sikha: A Moral Cultivation Aproach in the Context of Contemporary Thai Society

Punnapha ฺBoonrit — 2026-01-08

This academic article aims to study and present the application of the Threefold Learning (Morality, Concentration, and Wisdom) principles in enhancing morality and ethics among students in Thai higher education institutions. This study aims to analyze the relationship and collaboration. These include morality (moral conduct), concentration (concentration of the mind) and wisdom (insight) in line with the desired characteristics of the learner in terms of intellectual, spiritual and ethical growth, with emphasis on the role of mindfulness, which is an accessible form of meditation practice. It highlights the practical application of mindfulness to develop awareness, emotional control and emotional management, which effectively reinforces the Threefold Training Framework, such as the teachings of "Dhammanawa Wang". It is a valuable conceptual framework for self-training and ethical guidance within educational programs on the Threefold Training and the practical guidelines for applying Buddhist principles in life and work, in order to integrate the Threefold Training with various dimensions. The administration of higher education education includes curriculum design, innovative teaching methods, development of extracurricular activities, creation of an organizational culture that promotes morality and ethics, and strategies for evaluating and evaluating effective moral development. The ultimate goal is to produce graduates who possess academic knowledge and specialized skills, coupled with a solid foundation of morality and ethics, the ability to think critically, have emotional flexibility, and a sense of social responsibility. This is a holistic approach that is essential for dealing with the complexities of the modern world, promoting sustainable national development, and strengthening the foundation of morality in students' learning processes. It consists of 3 steps: 1) Build basic morality through classroom teaching activities. 2) Encourage students to have a volunteer spirit and sacrifice for the common good. and 3) enhance learning experiences for students through group work, teamwork and life skills.

Keywords: Morality, Dhammanavawang, Contemporary Society, Thai Higher Education, Threefold Training

Buddhist Principles Related to Leadership Development for Social Studies Teaching

Phra Samu Somporn Tissavaro (Surasit) — 2026-01-08

Buddhist principles play a vital role in empowering individuals to achieve success in their work and improve its quality. Continuous learning, perseverance, and resilience in the face of challenges are essential traits for effective leadership. Leaders should approach their tasks with diligence, paying close attention to details and regularly evaluating their work. By avoiding complacency and engaging in thoughtful planning and analysis of both benefits and drawbacks, they can make meaningful improvements. These principles serve as key indicators of effective leadership, regardless of how they are expressed. In this context, Buddhist principles refer to the virtues that underpin ethical and moral leadership. A virtuous leader is capable of guiding and managing a team or organization toward growth and prosperity. Leadership involves unique traits that maximize the benefits for the organization under their care. Leaders can adapt their roles and actions in alignment with Buddhist principles, which offer flexible but foundational guidance. By incorporating select principles, leaders can compare and apply these teachings academically within the framework of Buddhist studies

Social Development of Personnel Administration

Phra Chirayu Uttamo (Mul Mak) — 2026-01-08

Social Development of Personnel Administration According to Buddhist Principle both private or government and then personnel administration have very important and for administrator as consist of 4 items as namely man money material and management. Persons were the most important resource, because man was an effective factor and the have an effectiveness to administrative. Because they were good effective useful for process from 4 matters. The all factor must be persons who used another factor for good effective product. So, there were an important organization for using person’s development to be knowledge ability motivation for works service. Therefore, they will be given result to succeed with an effectively.

Modern Approaches to Meditation Teaching Management at the Willpower Institute

Sak Prasandee — 2026-01-08

This paper aims to study the modern approaches to meditation teaching management at the WillPower Institute, founded by Somdet Phra Yanawachirodom (Luang Por Viriyang Sirintharo) in 1997. The objectives are to analyze the institute's adaptation in disseminating Buddhist principles and teaching meditation in alignment with the current social context, as well as to evaluate the effectiveness and impact of these teaching methods on students and society.

The study employs qualitative research methods, including document analysis, in-depth interviews with administrators, teachers, and students of the institute, and participant observation in various courses. The collected data was subjected to content analysis and interpretation to generate theoretical conclusions.

The findings reveal that the Power of Mind Institute has developed a diverse range of courses catering to learners at all levels, from beginners to teacher training. These courses are categorized into three main levels: basic, intermediate, and advanced. Each level is designed with content and teaching methods appropriate for its target group, such as courses for youth, the elderly, and specific professional groups. Moreover, the institute has incorporated modern technology into its teaching methods, including online learning through various platforms, the use of multimedia in instruction, and the development of meditation apps for self-practice.

The institute has adapted its teaching format to suit the lifestyle of modern individuals by offering short-term courses for those with limited time and designing practical meditation techniques that can be integrated into daily life, such as meditation at work or while commuting. Furthermore, the institute has combined meditation teaching with modern sciences like psychology and personal development, allowing students to see the benefits of meditation practice in a broader perspective.

The research also indicates that the institute's teaching methods have positively impacted students in various aspects, including stress reduction, improved work and study efficiency, and overall quality of life enhancement. Students report being able to apply the skills learned in their daily lives, which aligns with the institute's goal of disseminating practical Buddhist teachings.

This study concludes that the success of the Power of Mind Institute in managing meditation teaching in the modern era stems from its ability to seamlessly blend traditional Buddhist principles with contemporary teaching methods, adapt to the diverse needs of learners, and utilize technology to enhance learning effectiveness. This approach could serve as a model for other institutions in developing meditation teaching methods that align with the current social context. However, the research also highlights certain challenges, such as maintaining the essence of Buddhist teachings while adapting to modern times and preserving the quality of instruction amid the institute's rapid expansion. These issues warrant further study in the future.

Vol. 05 No.03 (September-December 2025)

Wishing Journal Review — 2026-01-08

List of Content

Wishing Journal Review — 2026-01-08