Mahachula Academic Journal

The Application of Dhamma as Implied by Dhanjānisutta for the Development of Living Quality

Nattatan Sudhammo (Sukchum) — Wed, 22 Apr 2026 00:00:00 +0700

This research article has three objectives: (1) to study concepts of quality of life development, (2) to examine the Dhamma principles appearing in the Dhanañcāni Sutta, and (3) to apply these principles to the development of quality of life for laypeople. The study employs documentary research methods, drawing on data from the Thai edition of the Tipiṭaka, translated commentaries, textbooks, research works, and academic articles. The collected data are analyzed and synthesized to construct a body of knowledge and to propose a Buddhist-oriented approach to life development.

The research findings are as follows. 1) Concepts of quality of life at both international and national levels emphasize balance and holistic well-being across physical, mental, social, environmental, and spiritual dimensions, with life satisfaction as the central core. This perspective is consistent with theoretical views that quality of life depends on both external conditions and internal motivation, while Buddhism places particular emphasis on mental cultivation, the reduction of defilements, and living with heedfulness. 2) The Dhanañcāni Sutta reflects the life problems of laypersons burdened with numerous responsibilities, who may use worldly necessity as a justification for misconduct. In response, Venerable Sāriputta expounds the Dhamma to highlight the law of kamma, the principle of no-negligence, and righteous living without harming oneself or others. The key Dhamma principles identified include moral discipline (sīla), threefold right conduct (sujita), the four Brahmavihāras, right effort (sammappadhāna), kamma, craving (taṇhā), and heedfulness (appamāda). 3) The application of Dhamma principles from the Dhanañcāni Sutta can be developed into a practical framework for laypeople through processes of learning, self-assessment, practice, and follow-up. This synthesis results in the “7 Life Model”: a life of discipline, honesty, continuous development, mindfulness and awareness, harmonious coexistence, understanding of inner drives, and responsibility for the consequences of one’s actions-leading to a balanced and sustainable quality of life in the real world.

An Analytical Study on the Origin of “Nibbānaṁ Paramaṁ Suññaṁ”

ทัชชกร คล้ายคลึง — Mon, 09 Feb 2026 00:00:00 +0700

This research article aims to trace and analyze the origin of the phrase “Nibbānaṁ Paramaṁ Suññaṁ” through various textual sources. The study found that this phrase does not appear directly in the primary Pāli Canon; however, a closely related phrase, “Paramaṁ Suññaṁ Nibbānan’ti”, is found in the Paṭisambhidāmagga. The exact phrase “Nibbānaṁ Paramaṁ Suññaṁ” does appear directly in the Ratanattayappabhāvābhiyācanagāthā, a royal composition by King Rama IV, as well as in manuscripts of the Pathaman scriptures and Maharat manuscript, which are traditional texts related to the making of sacred powders. Notably, the Pathaman texts contain this phrase eleven times, suggesting that they likely influenced King Rama IV's composition as evidenced in his “Mantra for Dispelling Misfortune” and “the Astrological Manual for Fortune Reversal”, included in his royal correspondence. Furthermore, the influence of this phrase extends into the Thai literary classic Khun Chang Khun Phaen, as well as contemporary song lyrics.

The Development of Language Skills in Early Childhood Through Consistent Storytelling and Book Reading: A Case Study of Early Childhood Children in the Storytelling and Book Reading Project of the Thai wisdom Association, Khon Kaen Province

๋Jumnian Phakangkew, Aphison Phachanavan, Prathuan KlaiSri — Mon, 09 Feb 2026 00:00:00 +0700

Objectives were to study: (1) to study the language skills of early childhood students who receive storybook reading. (2) to compare the language skills of early childhood children who receive different amounts of storybook reading. The Research Methodology study employed a quasi-experimental research design. The sample group consisted of 234 early childhood participants who participated in the storytelling and book-reading project of the Thai Wisdom Association in the following areas: Muang Kae Subdistrict, Tha Tum District, Surin Province, Pong Tao Subdistrict and Na Kae Subdistrict, Ngao District, Lampang Province, Nong Waeng Subdistrict, Somdet District, Kalasin Province. The findings revealed that 65% of the children participating in the project understood the vocabulary in the storybooks and could connect the words they heard with the illustrations in the books. Using One-Way ANOVA, the test of mean score differences based on the F-test showed that early childhood children who received different amounts of storybook reading had significantly different language skill mean scores at the .05 level. Children who were read storybooks more than 900 times had the highest mean scores in all three areas, including: Reading readiness: mean score = 4.65, Language use for communication: mean score = 4.12, Creativity and imagination: mean score = 3.81. Recommendations: 1. Primary schools should organize activities where older students read to younger ones. 2. Families should spend weekends or free time regularly reading books to children. Local administrative organizations responsible for early childhood centers should continue implementing storytelling and reading programs.

Effects of Moral and Virtue Promotion Program for Early Childhood in Family, Samut Sakhon Province

Piyathida Khajornchaikul — Mon, 09 Feb 2026 00:00:00 +0700

The purpose of this research was to study the effects of moral and virtue promotion program of early childhood in family. The Sample group consisted of male and female parents who had children aged 5 - 6 years studying in kindergarten, Samut Sakhon Province. The Experimental research design, divided equally into an experimental group and a comparison group, 30 participants in each group. The experimental group received training and participated in knowledge – sharing activities on moral family for one day per week. Whereas the comparison group received the Moral family manual after the training was completed.

The research finding reveled that, the experimental group had higher scores in Family – based early childhood caregiving practices, the moral-virtues parenting, and the overall moral – virtues of early childhood than before the intervention, the difference was statistically significant (p – value ≤ 0.05)

Management of One World Library for Sustainable Excellence Development in the Digital Era: Suan Dusit University

Mon, 09 Feb 2026 00:00:00 +0700

This research aimed to 1) to examine opinions on critical factors in managing One World Library (OWL), and 2) to investigate management approaches for OWL development toward sustainable excellence in the digital era, using Suan Dusit University as a case study. This was a mixed-methods research study. The quantitative sample consisted of 722 OWL users, including staff and students. Data were collected using questionnaires and analyzed using means and standard deviations. The qualitative research employed focus group discussions with 10 experts, and data were analyzed through content analysis.

The research findings were as follows: 1) Opinions on six critical factors in managing OWL were: (1) sustainability and excellence (mean = 4.26), (2) ecosystem and collaboration (mean = 4.23), (3) leadership (mean = 4.21), (4) smart services (mean = 4.14), (5) transformation (mean = 4.13), and (6) innovation and digital integration (mean = 4.09); and 2) Management approaches for OWL leading to sustainable excellence included: (1) transforming the learning landscape from library to learning university under the “One World Library to University” concept, with four types of spaces designed: Learning Space, Inspiration Space, Meeting Space, and Expression Space; (2) shifting service models to proactive approaches through infrastructure development, classrooms, online platforms, and AI Stations; (3) systematic change management in three stages: Unfreeze-Change-Refreeze; (4) positive impacts and role modeling for other institutions; and (5) barriers and challenges, including digital technology, staff development, modern user behaviors, and equitable access.

Niḥsvabhãva in MÛlamadhyamakakãrikã

Waichanin Meesuwan, Kanong Palipatrangkura — Tue, 21 Apr 2026 00:00:00 +0700

This research aims to study the concept of niḥsvabhāva (lack of inherent existence) in the Mūlamadhyamakakārikā. It is a textual research study that analyzes data through content description, focusing on understanding and interpreting the concept of niḥsvabhāva in the Mūlamadhyamakakārikā, a foundational work by Nāgārjuna that has had significant influence on Mahāyāna Buddhist thought.

This study systematically and thoroughly examines all 27 chapters of the scripture to explore how the concept of niḥsvabhāva is presented and explained in various contexts. The findings reveal that Nāgārjuna presents niḥsvabhāva to refute svabhāva, or the notion of an intrinsic, independent existence of all phenomena. He employs nine types of logical analysis and arguments, one of the key methods being the "catuṣkoṭi" (fourfold negation), which includes: existence, non-existence, both existence and non-existence, and neither existence nor non-existence. This demonstrates the principle of emptiness (śūnyatā) and the interdependent nature of all things.

The concept of niḥsvabhāva in the Mūlamadhyamakakārikā is not merely a metaphysical proposition, but also a tool to dismantle clinging and attachment, pointing the way toward enlightenment in accordance with the Mahāyāna Buddhist path. This represents the ultimate goal of practice in the Madhyamaka tradition.

The The Relationship between Work Stress and Administrative Competency of School Administrators under the Office of Ayutthaya Primary Educational Service Area 2

มุนินทร์ จำปางาม, Urai Sutthiyaem — Wed, 22 Apr 2026 00:00:00 +0700

The objectives of this research were 1) to study the level of work stress of school administrators under the Office of Ayutthaya Primary Educational Service Area 2, 2) to study the level of administrative competency of school administrators under the Office of Ayutthaya Primary Educational Service Area 2, and 3) to examine the relationship between work stress and administrative competency of school administrators under the Office of Ayutthaya Primary Educational Service Area 2. The sample consisted of 113 school administrators, determined according to Krejcie and Morgan’s sample size table, using stratified random sampling and simple random sampling methods. The research instrument was a questionnaire using a five-point rating scale, with an Index of Item-Objective Congruence (IOC) ranging from 0.6 to 1.0 and a reliability coefficient of 0.93. The statistics used for data analysis included frequency, percentage, mean, standard deviation, and Pearson’s product-moment correlation coefficient.

The findings revealed that the work stress of school administrators was at a moderate level, while their administrative competency was at a high level, and work stress was significantly and negatively correlated with administrative competency at the .01 level of statistical significance, with a correlation coefficient of –0.64.

Poet’s Attitudes to Religions in Bhagavadajjuka and Mattavilāsa : a Comparative Study

Chanwit Tudkeao, Boondarika Boonyo — Wed, 22 Apr 2026 00:00:00 +0700

This article investigates the poet’s attitudes to religions in two Sanskrit prahasana plays, Bhagavadajjuka and Mattavilāsa, by comparatively analyzing religious ideas, doctrines, practices, and modes of religious satire in the texts, together with reconsidering authorship as a key to interpretation. The study employs a qualitative approach, examining Sanskrit originals and translations of both plays alongside related scriptures and literary sources on Sāṅkhya–Yoga philosophy, Buddhism, and Śaivism in India between the fifth and seventh centuries CE.

The findings show that Bhagavadajjuka presents an image of a religious mendicant firmly grounded in philosophical teachings—especially those of Yoga—using the vidūṣaka as a foil to contrast “a truly realized ascetic” with “one who merely adopts the outer form of renunciation”, while largely avoiding harsh satire of other religious doctrines. In contrast, Mattavilāsa foregrounds sharp mockery, denunciation, and ridicule of religions, founders, and ascetics from various sects, including Kāpālikas, Pāśupatas, and Buddhists, by emphasizing immoral monks and distorted practices as the main source of comic effect. On the basis of these differing religious perspectives, satirical strategies, and degrees of appreciation for philosophical teachings, the study concludes that the poets of Bhagavadajjuka and Mattavilāsa are unlikely to be the same person, and proposes its analytical framework as a model for future research on other prahasana plays that take religion as their central vastu.

Participatory Communication Strategies of Administrators at Suan Dusit University

Tue, 21 Apr 2026 00:00:00 +0700

This research aimed to examine participatory communication strategies of administrators at Suan Dusit University. A qualitative research methodology was employed through in-depth interviews with senior administrators, including the President, Vice Presidents, Deans, and Directors of Offices. Data were analyzed using content analysis. The findings revealed that: 1) The university developed participatory communication strategies through decentralization and empowerment, allowing Vice Presidents to make direct decisions within their respective areas of responsibility, while developing diverse communication channels appropriate for each target group, with informal channels demonstrating high effectiveness; 2) Mindset emerged as the most critical factor for collaborative communication, shared ownership creation, and open-mindedness toward diverse perspectives; organizational culture rooted in the Home Economics School tradition fostered family atmosphere and bonding, though seniority culture resulted in personnel being more receptive than expressive; 3) The university's strengths included family culture, clear structure, and high flexibility, while weaknesses comprised personnel reluctance to express opinions and delayed processes in certain stages; 4) The main challenges were changing personnel mindset, hierarchical culture, and reluctance to engage in constructive criticism; and 5) Administrators played roles as role models, demonstrated openness to listening, and conducted field visits to understand actual problems, alongside continuous evaluation both quantitatively and qualitatively.

The Sammohavinodanī-Atthayojanā: Translation and Analytical Study

Thanawut Upachai — Tue, 21 Apr 2026 00:00:00 +0700

This qualitative research article aims to: (1) examine the historical background and structural composition of the Sammohavinodanī Atthayojanā; (2) translate the Sammohavinodanī Atthayojanā from Pāli into Thai; and (3) analyze its doctrinal principles and intrinsic values. The study employed a documentary research method, with data analyzed according to the stated objectives and presented descriptively.

The findings reveal that the Sammohavinodanī Atthayojanā is an exegetical text elaborating on the Sammohavinodanī Aṭṭhakathā of the Abhidhamma Piṭaka. It was composed by Venerable Ñāṇakitti Thera of Lanna during the reign of King Tilokarāj, around the 21st Buddhist century. The primary purpose of this work is to expand upon and elucidate Abhidhamma doctrines in a manner that is both systematic and accessible to learners. The text encompasses the eighteen analytical divisions (vibhaṅga) of the Abhidhamma, namely: aggregates (khandha), sense bases (āyatana), elements (dhātu), truths (sacca), faculties (indriya), dependent origination (paṭiccasamuppāda), foundations of mindfulness (satipaṭṭhāna), right efforts (sammappadhāna), bases of success (iddhipāda), factors of enlightenment (bojjhaṅga), the Noble Path (magga), meditative absorptions (jhāna), immeasurable states (appamaññā), disciplinary rules (sikkhāpada), discriminations (paṭisambhidā), knowledges (ñāṇa), minor topics (khuddakavatthu), and the heart of the Dhamma (dhammadhaya). Collectively, these sections delineate the structure of the mind, the processes of phenomena, and the progressive path toward the cessation of suffering. The research further introduces the MDI Model, a conceptual framework derived from the study, which represents the essential pedagogical and practical values found in the Sammohavinodanī Atthayojanā. This model comprises three interrelated dimensions of spiritual learning: (1) the dispelling of misunderstanding, (2) the cultivation of insight and cognitive skill, and (3) the integration of Dhamma into daily life. Through this triadic process, learners can internalize Abhidhamma teachings as transformative knowledge applicable to contemporary living.

A Collaborative Partnership Model between Faculty of Education and La-orutis Demonstration School for Developing Excellent Teaching Competencies of Pre-service Early Childhood Teachers

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

This qualitative research aimed to: (1) study the characteristics and processes ofcollaboration; (2) study the components of collaborative synergy and their relationships
affecting teaching competency development; and (3) develop a collaborative partnershipmodel between the Faculty of Education and La-orutis Demonstration School for
developing excellent teaching competencies of pre-service early childhood teachers.The key informants consisted of 15 administrators and 246 faculty members, teachers,and students. Research instruments included semi-structured interview protocols andopen-ended questionnaires, validated with IOC values ranging from 0.80-1.00. Data wereanalyzed using content analysis and thematic analysis.

The findings revealed that: (1) the characteristics of collaborative synergy includedacademic integration, human resource and support system development, and
collaborative culture and co-learning creation, with operational processes forminga co-learning cycle through Co-Teaching, Co-Research, and Co-Reflection mechanisms;(2) excellent teaching competencies comprised valuing learner diversity, designing andimplementing developmental learning activities, teamwork and professional collaboration, and professional self-development; and (3) the “ASPIRE MODEL” collaborative partnership model consisted of Alliance, Supervisor, Practitioner, Integration, Refinement, and
Excellence.

Development of a Digital Leadership Model for Administrators at Suan Dusit University

Benyapa Yuangaksorn, Ua-aree Janthon, Supaporn Tungdamnernsawad — Wed, 22 Apr 2026 00:00:00 +0700

This research aimed to: 1) examine the current state of digital leadership and development needs for digital leadership, and 2) develop a digital leadership model for administrators at Suan Dusit University. This quantitative research included a sample of 385 participants. The questionnaire had a reliability coefficient of 0.981. Data were analyzed using descriptive statistics, exploratory factor analysis, Pearson correlation analysis, and structural equation modeling.

The research findings revealed that: 1) the current state of digital leadership was at a high level ( = 4.02, SD = 0.800), while development needs were at the highest level ( = 4.53, SD = 0.648). Human resource development in the digital era showed the highest priority need (PNImodified = 0.58), followed by digital knowledge and skills (PNImodified = 0.54). 2) The digital leadership model for Suan Dusit University administrators consisted of four main components: (1) Strategic Leadership and Digital Vision, explaining 23.961% of the variance; (2) Change Leadership and Digital Culture, explaining 23.115% of the variance; (3) Personnel Development Leadership and Digital Innovation, explaining 18.307% of the variance; and (4) Governance Leadership and Digital Responsibility, explaining 15.040% of the variance. All four components showed very high correlations with each other (r > 0.80, p < .01). The structural equation model demonstrated excellent fit with the empirical data (χ²/df = 1.624, CFI = 0.999, TLI = 0.998, RMSEA = 0.046, SRMR = 0.008).

Designing Active English Instruction to Enhance Language Skills of Student Teachers at the Faculty of Education, Mahamakut Buddhist University

Wimonwan Suaykesron, Phramaha Ashir Vajiranago — Tue, 21 Apr 2026 00:00:00 +0700

This research article aimed to (1) study the forms of active learning activities appropriate for developing English language learning skills in the context of the Faculty of Education, (2) analyze the effects of using active learning activities on the English language skills of student teachers, and (3) synthesize instructional approaches for active English language teaching that can be practically applied in higher education. This is a qualitative research using document analysis, in-depth interviews with English teaching instructors and student teachers, and classroom learning behavior observation. The population consists of undergraduate students in the Faculty of Education at a public university in Thailand. Data were analyzed using descriptive and content analysis methods.

The research findings revealed that 1. Suitable active learning activities in English teaching include small group activities, discussions, project-based learning, and technology integration such as online speaking platforms and language AI systems. 1. Active learning activities enhanced skills in listening, speaking, reading, and writing, particularly in academic writing and public speaking with confidence 1. The instructional approach for active English language teaching should include teacher training on activity design, learner engagement promotion, and systematic assessment, to ensure effective and sustainable learning outcomes.

An Analitical Study of King’s Role in Buddha’ Era Leading to the Influence for Thai Society in the Present

Wed, 22 Apr 2026 00:00:00 +0700

This research article aimed to: (1) study the historical background of kingship in Buddhism, (2) examine the roles of kings in relation to Buddhism during the Buddha’s
lifetime, and (3) analyze the roles of kings in the Buddhist era that continue to influence
Buddhism in contemporary society. This study employed documentary research
methodology by examining data from the Tipiṭaka, commentaries, textbooks, academic documents, and related research works, which were then analyzed descriptively.

The findings revealed that: (1) kingship in Buddhism is understood in the sense of a ruler and protector who performs duties in accordance with Dhamma. This differs from the Brahmanical concept, which emphasizes birth status and divine authority. Buddhism, by contrast, gives importance to leadership that is accepted by the people and grounded
in righteous governance. (2) The roles of kings in the Buddhist era-namely King Bimbisāra,
King Pasenadi Kosala, King Suddhodana, the Licchavi rulers, and King Udena-were
prominent in supporting Buddhism through royal patronage, the construction of monasteries and religious sites, the circumstances leading to the formulation of Vinaya rules, and the occasions that gave rise to important Dhamma discourses. (3) These roles continue to influence Buddhism in contemporary society in four major dimensions: the structural foundation of Buddhism, patronage and maintenance of Buddhism, discipline and Vinaya administration, and the propagation of Buddhism. This is evident today in the
role of temples as community centers, the cooperation of the state and the public insupporting Buddhism, the screening of ordination candidates, the administration of
Sangha affairs, as well as the use of family, community, and leadership as bases for the
transmission of Buddhism

Lived Experiences and Professional Identity Construction of LGBTQ+ Students: A Phenomenological Case Study in Ayutthaya Vocational College

Wed, 22 Apr 2026 00:00:00 +0700

This research aimed to: (1) explore the lived experiences of LGBTQ+ students in an educational setting; (2) analyze the process of identity construction and gender
identity negotiation in their career pathways; and (3) examine the supporting factors and barriers affecting their readiness for entering the workforce.A qualitative phenomenological approach was employed. Sixteen participants were purposively selected, including 2 administrators, 5 teachers, and 9 LGBTQ+ students. Data were collected through in-depth interviews (45–60 minutes per participant) and observation, and were analyzed using content analysis.

The findings revealed that: (1) students lived under a policy of “openness under
regulation,” which facilitated their adaptation to the professional world; (2) identity construction was developed through professional competencies and strategic selfpresentation to gain social acceptance; and (3) key supporting factors included teacher support and vocational skills, while major barriers consisted of structural limitations (e.g.,gender-inappropriate restroom facilities), family pressure, and workplace discrimination.

The study concludes that LGBTQ+ acceptance remains conditional. Therefore,
vocational institutions should improve infrastructure and strengthen career guidancesystems to promote equity and inclusivity in vocational education.

Guidelines for Using Information Technology in the Development of Educational Personnel Based on the PAÑÑẢ 3 under the Office of Learning Promotion, Phra Nakhon Si Ayutthaya Province

Tanyada Niyomthongchai, Anond Metheevachatra, Worrakrit Thuenchang — Fri, 24 Apr 2026 00:00:00 +0700

Abstract

The objectives of this research were: 1) to study the conditions of information technology usage, and 2) to identify guidelines for using information technology in developing educational personnel based on the Threefold Wisdom (PAÑÑẢ 3). The sample group consisted of 181 participants, including school administrators and educational personnel under the Office of the Promotion of Learning in Phra Nakhon Si Ayutthaya Province. The research instrument was a questionnaire on information technology usage among educational personnel. The questionnaire had a content validity index ranging from 0.67 to 1.00 and a reliability coefficient of 0.97. The statistics used for data analysis included frequency, percentage, mean, and standard deviation, which are commonly used descriptive statistics for summarizing research data.

The research findings revealed that: (1) The results revealed that the level of information technology usage among educational personnel under the Office of Learning Encouragement, Phra Nakhon Si Ayutthaya Province, in overall seven aspects, was at a high level, with a mean of 3.73 and a standard deviation of 0.62. When considering each aspect, the aspect with the highest mean was the use of technology to promote professional development (Mean = 3.75, S.D. = 0.61), followed by the development of information technology skills of educational personnel (Mean = 3.74, S.D. = 0.60), information technology for enhancing administrative efficiency (Mean = 3.73, S.D. = 0.59), the development of information technology skills and cybersecurity awareness of educational personnel (Mean = 3.73, S.D. = 0.62), the use of information technology to improve educational quality and equity (Mean = 3.73, S.D. = 0.67), and the development of support systems and technological infrastructure (Mean = 3.72, S.D. = 0.57), respectively. The aspect with the lowest mean was the creation of a lifelong learning culture through technology (Mean = 3.71, S.D. = 0.65). (2) The study found that the guidelines for the use of information technology among educational personnel under the Office of the Promotion of Learning, Phra Nakhon Si Ayutthaya Province consisted of 21 guidelines across seven aspects. These guidelines were categorized according to the Threefold Wisdom (PAÑÑẢ 3) framework: seven guidelines under Sutamayapaññā (wisdom derived from listening or learning), seven guidelines under Cintāmayapaññā (wisdom derived from reflection and reasoning), and seven guidelines under Bhāvanāmayapaññā (wisdom derived from practice and development

Keywords: Information technology; Developing educational personnel; The Threefold Wisdom (PAÑÑẢ 3)

A study of the Academic Management of the Administrators of Achcharalai interdisciplinary School Nakhon Sawan Secondary Education Service Area according to Trisikkhã

Yanisa Sornboonkied , Worrakrit Thuenchang, Tanong Tasagri — Fri, 24 Apr 2026 00:00:00 +0700

The objectives of this research were to: (1) to study the academic administration of school administrators in the Acharalai School Consortium under the Nakhon Sawan
Secondary Educational Service Area Office, and (2) to propose guidelines for developing the academic administration of school administrators in the Acharalai School Consortium based on the principles of the Threefold Training (Trisikkha). This study employed a mixed-methods research design. For the quantitative phase, the sample consisted of 226 teachers. The research instrument was a questionnaire, and the data were analyzed using frequency, percentage, and standard deviation. For the qualitative phase, eight key informants were selected, and data were collected using a semi-structured interview. The qualitative data were analyzed through content analysis. The findings of this research are expected to provide useful information and practical guidelines for improving academic administration in schools in accordance with the principles of Trisikkha, which emphasize moral development (Sila), mental development (Samadhi),
and wisdom development (Panna), thereby contributing to more effective educational administration.

The research findings revealed that: (1) The status of academic administration of school administrators in the Acharalai School Consortium under the Nakhon Sawan
Secondary Educational Service Area Office was examined in five aspects. The findings indicated that administrators, deputy administrators, and teachers rated all items at
the highest level. Specifically, administrators encouraged teachers to participate in the development of the school curriculum with a mean of 4.35 and a standard deviation
of 0.64. Administrators also promoted learner-centered instructional management with a mean of 4.37 and a standard deviation of 0.61. In addition, administrators conducted supervision, monitoring, and continuous guidance for teachers with a mean of 4.38 and a standard deviation of 0.60. Administrators supported teachers to attend training and seminars continuously with a mean of 4.39 and a standard deviation of 0.59. The item with the lowest mean score, though still at the highest level, was administrators encouraging teachers to use a variety of assessment methods, with a mean of 4.36 and a standard deviation of 0.62. (2) The study of academic administration of school administrators in the Acharalai School Consortium under the Nakhon Sawan Secondary Educational Service Area Office based on the principles of the Threefold Training (Trisikkha) revealed guidelines for the development of academic administration. The findings indicated that there were 15 development guidelines across five aspects of academic administration. These guidelines were categorized according to the principles of Trisikkha, consisting of five guidelines related to moral discipline (Sila), five guidelines related to mental concentration (Samadhi), and five guidelines related to wisdom (Panna).
The guidelines emphasize that school administrators should integrate ethical conduct, mental discipline, and wisdom into academic administration practices in order to enhance
transparency, fairness, responsibility, and effectiveness in educational management. The application of the principles of Sila, Samadhi, and Panna contributes to the development
of a systematic and sustainable approach to academic administration within schools.

Administration of Teaching and Learning Management to Enhance Life Skills in Disability-Specific Schools, Group 5, under the Bureau of Special Education, Based on the Tri-Sikkha

Panthipa Phungsri , Winai Tongmun, Worrakrit Thuenchang — Sat, 25 Apr 2026 00:00:00 +0700

Abstract

The purposes of this research were: (1) to study the state of teaching and learning management for enhancing life skills in disability-specific schools, Group 5, under the Bureau of Special Education, based on the Tri-Sikkha principles; and (2) to examine guidelines and recommendations for improving such administration.This study employed a mixed-method research design. In the quantitative phase, the sample consisted of 210 school administrators and teachers. The research instrument was a questionnaire. Data were analyzed using frequency, percentage, mean, and standard deviation. In the qualitative phase, data were analyzed by content analysis.

The findings revealed that: (1) the overall state of teaching and learning management for enhancing life skills based on the Tri-Sikkha principles was at a high level. When considered by aspects,learning activity management had the highest mean, followed by measurement and evaluation,teaching and learning management, and teacher training and development, respectively, all at a high level; and (2) the guidelines and recommendations indicated that school administrators should promote learner-centered instruction by taking into account individual differences among students with disabilities. Individualized Education Plans (IEPs) should be developed, and the Tri-Sikkha principles-namely morality (Sila), concentration (Samadhi), and wisdom (Panna)-should be systematically integrated into teaching and learning management, teacher development, learning activities, and assessment and evaluation.As a result, students develop discipline, concentration, and analytical thinking skills, and are able to apply knowledge in real-life situations, exercise self-control, and live appropriately in society. Meanwhile, teachers receive continuous professional development and are able to implement hands-on learning and authentic assessment effectively This leads to the effective and sustainable enhancement of students’ life skills.

Keywords: Administration of Teaching and Learning Management; Enhance Life Skills; Disability-Specific Schools.

Guidelines for Using Development of Competencies of School Administrators in the Digital Age according to the Trisikkha Principles of the Educational Opportunity Expansion Schools in Noen Kham District, Chainat Province

Jeeranuch Panrungmanee, Anond Metheevachatra, Worrakrit Thuenchang — Sat, 25 Apr 2026 00:00:00 +0700

Abstract

The objectives of this research were 1) to study the digital competencies of school administrators in opportunity expansion schools; and 2) to propose guidelines for developing the digital competencies of school administrators in opportunity expansion schools based on the Trisikkha principle. This study employed a mixed-methods research design. The sample was obtained through purposive sampling, consisting of 11 key informants. The research instruments included a questionnaire with a reliability of 0.97 and an interview form. Data were analyzed using frequency, percentage, mean, and standard deviation, while qualitative data were examined through content analysis.

The results were as follow:

1) The overall digital leadership competencies of school administrators in opportunity expansion schools in Noen Kham District, Chai Nat Province, is at a
high level = 4.41, = 0.12). When considering each aspect, it was found that the aspect of communication and digital networking for learning had the highest average, at the highest level ( = 4.55, = 0.14), followed by the aspect of ethics and digital safety, at a high level ( = 4.46, = 0.19). The aspect with the lowest average was developing the school into a digital organization, at a high level ( = 4.33, = 0.26).

2) The guidelines for developing these digital leadership competencies based on the Trisika principle, the study revealed eighteen guidelines across six aspects with 3 guidelines for each aspect. These include 3 guidelines for the first aspect on digital innovation creation and 3 guidelines for the second aspect on communication and digital networking for learning. The third aspect regarding critical digital literacy contains 3 guidelines and the fourth aspect on developing the school into a digital organization also has 3 guidelines. Additionally, there are 3 guidelines for the fifth aspect concerning the ability to use digital technology and 3 guidelines for the sixth aspect which focuses on digital ethics and safety.

Keywords: competencies;School Administrators in the Digital Age; the Trisikkha Principles

Demonstration Schools as Practicum Sites for Pre-service Teachers and Educational Laboratories

Wed, 22 Apr 2026 00:00:00 +0700

This article aimed to analyze the roles and importance of laboratory schools as teacher professional practice sites and educational laboratories, and to present recommendations for developing teacher production systems and enhancing educational quality. The study examined academic documents and research. The findings revealed that laboratory schools had three significant roles: (1) serving as educational laboratories with flexible curricula for experimenting with teaching and learning innovations, (2) functioning as teacher professional practice sites based on David Kolb's experiential learning theory, helping student teachers develop professional skills and understanding, and (3) acting as leaders of educational change and educational models. Laboratory schools had distinctive characteristics including university faculty as teachers, autonomy in curriculum development, and adequate investment. Academic administration covered curriculum design, teaching and learning management, and systematic evaluation. Recommendations for development comprised student teacher development, academic administration, personnel management, research and innovation development, and social expansion, to enable laboratory schools to lead educational transformation and produce quality teachers for effective national educational development.

The The Development of a Training Curriculum for Southern Folk Performance ‘Nora’ to Enhance the Competencies of Dance Instructors

Wed, 22 Apr 2026 00:00:00 +0700

This research aimed to ๑) investigate fundamental information and needs for curriculum development, and ๒) develop and examine the quality of a training curriculum on Southern Thai folk performance “Nora” to enhance the competencies of dance teachers. The study employed a Research and Development (R&D) approach and mixed-method data collection. The target group for the needs assessment consisted of ๓๘ participants, and
๗ experts were involved in curriculum evaluation. Research instruments included document analysis forms, interview forms, needs assessment surveys, focus group discussion protocols, and curriculum suitability evaluation forms. Quantitative data were analyzed using mean and standard deviation, while qualitative data were analyzed through content analysis.

The findings revealed that: ๑) dance teachers who did not graduate in the field of dance expressed the highest level of need for developing practical skills in the ๑๒ standard Nora dance postures, Nora costume dressing, and practice-based instructional management Percentile ๓๒.๑๒ %; ๒) the developed curriculum comprised ๑๐ components: principles, objectives, structure, learning experiences/content, instructional approaches, instructional media/resources, measurement and evaluation, instructor qualifications, participant qualifications, and lesson plans; ๓) the Index of Item-Objective Congruence (IOC) ranged from ๐.๘๐ – ๑.๐๐ ; and ๔) the overall curriculum suitability was rated at the High level (M = ๔.๔๔, SD = ๐.๘๗)

Songkran: Dhamma through the Civilization of Art, Culture > Festival, Custom

Phrakhru Sirirattananuwat sudachan — Wed, 22 Apr 2026 00:00:00 +0700

This academic title aims at Dhamma study appeared by Songkran Festival as a main one of many festivals and customs. It arose in Thailand a long time relating with Buddhism including Dev, Brohmma, Yom, Yakkha having Dhamma puzzle as an exposition in terms of ideas (Dhammãdhisaṭhãn) leading exposition in terms of persons (Puggalãdhisaṭhãn) recognized as the 5 senses; eyes, ears, nose, tongue, body.

This festival is took over from India as the source of eastern civilization relating with Indadeva or Sakka prince related belief, religion, morals in remaining value of this present time i.e. vow, fulfill one’s vow in Buddhist way differed from Brahmin ceremony. This festival is implied for sociology arising in the summer of April relating with Pisces and Aries. Thai Buddhist regards as significance as the new year festival of Thailand. There are main morals, i.e. the questions of 3 zodiacs, pour water on the hands of revered elders and as for blessing, counterclockwise of dead body being full of social value arranged as a important holiday of nation as if a national fishery day, a family day. Its knowledge factor is “Culture arranged by Sangkran, Applied Dhamma Media, Enjoyment from water play in the summer”.

Buddhist Innovation in Communication to Promote Online Information Literacy of the Elderly

Phrapalad Arthit Theerapanyo Sriparat, Boonlert otsu — Tue, 21 Apr 2026 00:00:00 +0700

The rapid transformation of society and digital technologies has positioned older adults as a significant group of online media users. However, they often face limitations in digital literacy, prior experiences with traditional media, and cognitive habits, which increase their vulnerability to misinformation, fake news, and online scams, particularly concerning health-related content. Promoting media literacy among older adults is thus crucial for fostering critical thinking, informed decision-making, and safe digital media usage.

This study proposes a Buddhist communication innovation framework that integrates communication principles, the Kālāma Sutta, and Yoniso Manasikāra to enhance digital media literacy among older adults. Communication principles provide suitable channels and processes tailored to older users, the Kālāma Sutta encourages verification and discernment between reliable and misleading information, and Yoniso Manasikāra emphasizes rational, mindful analysis of information prior to decision-making. Research indicates that older adults commonly use social media platforms such as Facebook, Line, and YouTube for communication and information retrieval but often lack the skills to evaluate credibility, resulting in susceptibility to misunderstanding or deception. Buddhist communication innovations foster a mindful learning environment that promotes critical reflection, analytical thinking, informed decision-making, and responsible, safe digital media usage. In conclusion, integrating Buddhist principles into communication innovation offers an effective approach for developing digital competencies in older adults. It enables constructive, ethical engagement with online media and supports lifelong learning, contributing to a more informed, digitally responsible senior population.

Vocaburaries food in Thai literature : Relationship on Language and Thai Culture Relationship on Language and Thai Culture

Vichuda Prayyong — Tue, 21 Apr 2026 00:00:00 +0700

Academic Article titled ‘Food Vocabulary in Thai Literature:Relationship on Language and Thai Culture This academic article aims to study the author investigates Thai literatures from the Sukhothai, Ayutthaya, Thonburi, and Rattanakosin periods, employing purposive sampling from the following works: (๑) Traiphum Phra Ruang, (2) Nirat Phraya Mahanuphap’s Journey to China, (3) The Verse of food and dessert by King Rama ii (4) Phra Aphai Mani, and (5) Rampan Pilap.

Food vocabulary in these texts is categorized and analyzed based on semantic criteria and the etymology of food names, as defined in the Royal Institute Dictionary (20๑๑). The study further draws upon theoretical perspectives on linguistic and cultural reflection proposed by Phraya Anuman Rajadhon and the Ministry of Culture.From the selected corpus, the author identifies 15 food-related lexical items. These include entries from Nirat Phraya Mahanuphap’s Journey to China (Thonburi period) and four Rattanakosin-era works: Khun Chang Khun Phaen The Verse of food and dessert by King Rama ii, , Phra Aphai Mani, and Rampan Pilap. The classification reveals: 6 terms related to everyday life, 5 terms associated with ritual practices, 3 loanwords from foreign languages, and ๑ term of regional dialectal origin.

The prevalence of vocabulary related to daily life reflects the simplicity of traditional Thai ways of living, closely tied to the abundance of natural resources. In addition, food vocabulary commonly used in traditional ceremonies often carries auspicious meanings, thereby demonstrating the close interrelationship between language and culture. Moreover, food names such as Tom Yam (Kung), which has been inscribed as an element of UNESCO’s Intangible Cultural Heritage. Food vocabulary derived from foreign languages and regional dialects reflects the processes of cultural interaction and exchange between Thailand and other societies. The study of food vocabulary in Thai literature thus serves as a valuable Relationship on Language and Thai Culture across different historical periods.

Learning Webs for Doctrinal Education (Pariyatti Dhamma) of Buddhist Monks in Contemporary Thai Monastic Society: A Policy Recommendation

Wed, 22 Apr 2026 00:00:00 +0700

This academic article aims to propose policy recommendations on Learning Webs for Buddhist scriptural education (Phra Pariyatti Dhamma) for monks in contemporary Thai society, based on the concept of Ivan Illich. The study employs a documentary research approach, examining relevant literature on the management of Buddhist scriptural education in the current Thai monastic community, as well as the concept of Learning Webs as proposed by Ivan Illich. Based on this analysis, policy recommendations on Learning Webs for Buddhist scriptural education for monks in contemporary Thai society are formulated. The findings reveal that the proposed policy on Learning Webs for Buddhist scriptural education for monks in contemporary Thai society, grounded in Ivan Illich’s concept, consists of four key operational approaches:(1) Provision of Learning Resources for Buddhist Scriptural Education: This involves developing digital platforms as centralized databases of learning resources and establishing collaborative networks with educational institutions. Such efforts aim to enable monks to access Buddhist knowledge conveniently, efficiently, and equitably.(2) Learning with Expert Monks: This includes the selection of highly knowledgeable monks in various fields, the development of digital platforms to create databases of expert monks, and the promotion of both individual and large-group learning in online formats. This approach ensures equitable access to expertise and educational opportunities. (3) Peer Matching for Collaborative Learning: This involves the development of digital platforms to match monks with shared learning interests, as well as the creation of interactive spaces for continuous knowledge exchange and collaborative learning.(4) Professional Buddhist Educators: This entails the selection and appointment of professional monk educators, along with the establishment of structured systems for managing Buddhist scriptural education and providing academic advising. These mechanisms are designed to systematically and continuously support, promote, and plan monks’ learning processes.