Guidelines of the Development of Happiness Learning According to the Threefold Training for Students of Thai Higher Education Institutions

Abstract

This research aimed to: 1) study the current and expected conditions for Development of Happiness Learning According to the Threefold Training for Students of Thai Higher Education Institutions, and 2) explore Guidelines of the Development of Happiness Learning According to the Threefold Training for Students of Thai Higher Education Institutions. The research sample consisted of 420 participants, including: 1) 10 administrators and faculty members from higher education institutions, 2) 400 students from 5 Thai higher education institutions, and 3) 10 administrators and faculty members from higher education institutions. The research instruments included: 1) a semi-structured in-depth interview to explore the current state and the expected state of the Development of Happiness Learning According to the Threefold Training for Students of Thai Higher Education Institutions, 2) a questionnaire to evaluate the current state and the expected state of the Development of Happiness Learning According to the Threefold Training for Students of Thai Higher Education Institutions using a 5-point Likert scale with a total reliability coefficient of .933, and 3) a questionnaire on the Guidelines for the Development of Happiness Learning According to the Threefold Training for Students of Thai Higher Education Institutions. The statistical methods used for data analysis included percentage, mean, standard deviation, and the Priority Needs Index (PNI modified). The research findings revealed that: 1) Students in Thai Higher Education Institutions have a high overall and individual-level need for the development of happiness learning. When considering each aspect, it was found that the need for physical aspect (Kaya-bhavana) was the highest (PNI = 0.11, followed by Emotional Development (Citta-bhavana) and Concentration (Citta-sikkha), both with equal PNI scores (PNI = 0.09). Intellectual Development (Panna-bhavana) and Wisdom (Panna-sikkha) also had equal PNI scores (PNI = 0.08). The areas with lower than average needs were Moral Development (Sila-bhavana) and Morality (Sila-sikkha), both with equal PNI scores (PNI = 0.07). 2) The study of the Guidelines of the Development of Happiness Learning According to the Threefold Training for Students of Thai Higher Education Institutions indicated three levels: the Ministry level, the institution level, and the faculty and related unit level. Administrators, faculty members, and students agreed with using the Threefold Training as a framework for Development of Happiness Learning in Thai higher education institutions.