The Development of Learning Management on the Social Studies, Religion and Cultures Studies Department according Buddhist Method for Secondary in the Secondary Educational Service Area Office Suphanburi

Abstract

The objectives of this research were: 1) to examine the general conditions of the learning management in the Social Studies, Religion, and Culture learning area for secondary education under the Suphanburi Secondary Educational Service Area Office, 2) to investigate the learning management system in the Social Studies, Religion, and Culture learning area based on Buddhist principles for secondary education under the Suphanburi Secondary Educational Service Area Office, and 3) to propose a model for the development of a learning management system in the Social Studies, Religion, and Culture learning area based on Buddhist principles for secondary education under the Suphanburi Secondary Educational Service Area Office.

The research findings reveal that the development of the learning management system in the Social Studies, Religion, and Culture subject area, based on Buddhist principles, for secondary education in the Suphanburi Secondary Education Service Area Office, includes five main aspects: 1) Curriculum: Schools should promote and support teachers in gaining a thorough understanding of the curriculum and its effective application in developing both the school curriculum and the subject area curriculum. 2) Instructional Management: Schools must allocate sufficient time for teaching, focusing on group processes and the development of critical thinking skills, so that students can acquire knowledge and apply it effectively in their daily lives. 3) Use of Instructional Media: Teachers should select instructional media that are appropriate for the grade level and age of the students, considering the specific teaching context in each classroom. 4) Organizing Activities for Student Development: Learning should be student-centered, promoting interaction between students and between students and teachers. Opportunities should be provided for students to participate in both in-class and extracurricular activities. 5) Assessment and Evaluation: Learning assessments should utilize tools that evaluate students' behavior in various situations, reflecting the development of each individual student. Moreover, assessments should take into account students' expressions and participation in activities, in order to evaluate the extent to which learning goals are achieved.