Wishing Journal Review

Application Of Trisikkha Principles to Enhance Morality And Ethics In Thai Higher Education Institutions

Punnapha Boonrit, Niwes WongSuwan, Suwatsan Ragkhanto, Surachai Kaewkoon — Fri, 24 Jul 2026 00:00:00 +0700

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.

The Role of Social Studies Teachers in the Digital Age: Adapting to Respond to Gen Z Learners

Phra Sirithep Thammawaro Sirirattanatraya, Monsiri Lowhabud, Tippawan Bohriphan — Fri, 24 Jul 2026 00:00:00 +0700

In the digital age where technology is changing rapidly. The role of social studies teachers needs to adapt to the learning habits and expectations of modern learners, especially Gen Z, who have grown up with information technology and social media. This research aims to study the role of social studies teachers in teaching. This includes teachers' adaptive approach to designing learner-centered proactive learning, such as the use of interactive media. Organizing activities that are linked to contemporary issues and promoting critical thinking. The results suggest that social studies teachers should have technology skills along with interpersonal communication skills. Understand the worldview of the new generation of learners and be able to act as a facilitator for learning. This is in line with the goal of social education that focuses on creating critical and socially alert citizens in the 21st century.

The Trisikkha (or Threefold Training) principles that promote the development of learner competencies.

Fri, 24 Jul 2026 00:00:00 +0700

The relationship between the principle of Trisikkha (The Threefold Training) in Buddhism and the development of learner competencies in the 21st century, which is an era of rapid technological and social change. Therefore, developing learners to possess appropriate knowledge, skills, and attributes is a crucial mission of education. The principle of Trisikkha comprises Sīla-sikkhā (Training in Morality/Discipline), Samādhi-sikkhā (Training in Concentration/Mental Development), and Paññā-sikkhā (Training in Wisdom), which can foster the complete competence of learners in terms of thinking, practical action, and mental/spiritual well-being. It serves as a guideline for creating quality learners who are "good people, capable people, and happy people" according to Thai educational goals and is linked to the learners' experience.

The teacher serves as the designer of the learning process that encourages learners to think and actively engage in practice/action. In this context, the Buddhist approach can be effectively applied in Social Studies learning management to enhance learner competencies. Specifically, through the integration of the Buddhist principles of the Three Successes (Sīla, Samādhi, and Paññā) as an overall educational strategy covering speech, action, and thought. And since Trisikkha is a crucial educational principle, Phra Rajavoramuni (Prayudh Payutto) emphasized that "the mission of educational institutions is to train individuals at all three levels: Sīla, Samādhi, and Paññā."

In order for the development of teaching models based on the Trisikkha principle by teachers to achieve maximum success according to the stated goal, it is necessary to appropriately apply the Trisikkha principle in conjunction with teaching and learning going forward. he Trisikkha principle means the Dharma principle (teaching) to be practiced as a step-by-step self-training process that fosters growth and development, comprising the practices of Sīla, Samādhi, and Paññā that should be studied. These are the fundamental practices for study, which involve training the body, speech, mind, and wisdom.

Teaching Social Studies to Promote Practitioners of Dhamma According to the Four Foundations of Mindfulness

Nuchareeporn Jaree — Fri, 24 Jul 2026 00:00:00 +0700

The practice of living in accordance with Buddhist principles places the greatest importance on following the Noble Eightfold Path, which is the noble path leading to liberation. It is the most essential guideline for conduct in Buddhism. The eight components are as follows: (1) Right View (Sammā-diṭṭhi): Having correct understanding and perspective; seeing reality as it truly is in accordance with the Three Characteristics (impermanence, suffering, and non-self); regarding Nibbāna as the ultimate goal; understanding causality and conditionality according to the principle of Dependent Origination; recognizing that good deeds are to be cultivated and evil deeds are to be abandoned. (2) Right Intention (Sammā-saṅkappa): Having wholesome and virtuous thoughts; intentions that are skillful and free from unwholesome mental states. (3) Right Speech (Sammā-vācā): Speaking rightly through verbal purity; refraining from slander, harsh speech, divisive speech, and idle or meaningless talk. (4) Right Action (Sammā-kammanta): Acting rightly by engaging only in good conduct; being firmly established in moral discipline and abstaining from unwholesome actions. (5) Right Livelihood (Sammā-ājīva): Earning a living in a righteous and honest way; refraining from cheating, deception, and exploitation. (6) Right Effort (Sammā-vāyāma): Making proper effort by cultivating diligence in wholesome deeds. (7) Right Mindfulness (Sammā-sati): Maintaining proper awareness; being mindful of one’s thoughts, speech, and actions, and preventing the mind from falling into unwholesome states. (8) Right Concentration (Sammā-samādhi): Maintaining proper mental concentration; firmly establishing the mind on a single object, free from distraction, and withdrawn from unwholesome states.

This Noble Path can be summarized as the Threefold Training (Ti-sikkhā), which consists of morality (sīla), concentration (samādhi), and wisdom (paññā), as follows: Right Speech, Right Action, and Right Livelihood are classified as morality (sīla). Right Effort, Right Mindfulness, and Right Concentration are classified as concentration (samādhi). Right View and Right Intention are classified as wisdom (paññā). The Threefold Training can be further summarized as the Middle Way (Majjhimā Paṭipadā). Thus, the Noble Path leading to liberation from all suffering is, in essence, the Middle Way itself.

The development of mind and intellect for teaching social studies

Phra Athikarnpatiphan Ratanapanyo Thongchan — Fri, 24 Jul 2026 00:00:00 +0700

Mental discipline and the cultivation of wisdom are ways to promote good health. This must be accompanied by eating nutritious food from all food groups, getting adequate rest, and exercising regularly to keep the body strong. This is called physical exercise, which makes the body healthy and free from illness. Our mind is similar. Each day we think about many things, and the mind inevitably becomes fatigued. If we do not maintain or discipline our mind to be strong, clear, and pure, it will become weak and easily shaken by surrounding events. For example, some people may display inappropriate behavior when they are startled, overjoyed, saddened, angry, or overcome by desire, because their mind is weak and clouded. Maintaining the mind so that it is strong, clear, and pure is called mental discipline. This differs from physical exercise: physical exercise requires the body to move constantly, while mental discipline requires training the mind to remain calm and focused on one particular thing. Training the mind to be calm is essentially meditation. Making the mind clear or training the mind means practicing mindfulness—controlling the mind to stay focused on what one is doing, always being aware of what is happening, how it should be done, and being careful to avoid mistakes. Meditation is the practice of controlling the mind to remain firmly concentrated on one object without distraction, until the meditation session ends.

List of content

Wishing Journal Review — Fri, 24 Jul 2026 00:00:00 +0700

Guidelines for Developing Servant Leadership to Enhance Teachers’ Unerstanding and Perceptions in Schools Under the Suphan Buri Primary Educational Service Area Office 3

Pornpipat Pinwiyok, Pratoomthong Tritat — Fri, 24 Jul 2026 00:00:00 +0700

This research aimed to 1) study servant leadership to enhance teachers’ understanding and perception in educational institutions under the Office of the Basic Education Commission, Suphan Buri Province, Area 3; 2) study the needs of servant leadership development to enhance teachers’ understanding and perception in educational institutions under the Office of the Basic Education Commission, Suphan Buri Province, Area 3; and 3) propose guidelines for servant leadership development to enhance teachers’ understanding and perception in educational institutions under the Office of the Basic Education Commission, Suphan Buri Province, Area 3. The sample consisted of 31 school administrators and 288 teachers, totaling 319, from schools under the Office of the Basic Education Commission, Suphan Buri Province, Area 3. The research instrument was a questionnaire. Data analysis used statistics such as frequency, percentage, mean, standard deviation, needs index, and content analysis.

The research results found that 1) servant leadership to enhance teachers’ understanding and perception in educational institutions under the Office of the Basic Education Commission, Suphan Buri Primary Educational Service Area 3 was at a high level overall. 2) The needs of developing servant leadership to enhance teachers’ understanding and perception in educational institutions under the Office of the Basic Education Commission, Suphan Buri Primary Educational Service Area 3 were ranked from most to least as follows: empowerment, initiative, service, and vision. 3) The guidelines for developing servant leadership to enhance teachers’ understanding and perception in educational institutions under the Office of the Basic Education Commission, Suphan Buri Primary Educational Service Area 3 consisted of 4 aspects: empowerment, initiative, service, and vision. School leaders should focus on providing opportunities for teachers to participate in decision-making and self-development, encourage teachers to think, act, and create teaching innovations, demonstrate compassion to sincerely support the work of teachers and students, and set a clear direction for school development to achieve educational excellence.

Vol 6 No 1 (January-April 2026)

Wishing Journal Review — Fri, 24 Jul 2026 00:00:00 +0700