Implementation of Sufficiency Economy Philosophy and Concepts in Teaching and Learning

Abstract

     This research was aimed to examine the implementation of sufficiency economy philosophy in the teaching and learning of courses for Kasetsart University students. Interviews were conducted with 20 lecturers to obtain in-depth data on the integrative implementation of sufficiency economy philosophy in instructional management. Content analysis was conducted to organize qualitative data into a matrix of content, and mind map was developed to categorize the findings. Findings from the interviews evidenced the expectation of the lecturers for the students to understand and realize the concepts, principles, value, and daily life application of sufficiency economy philosophy. The integrative implementation of sufficiency economy philosophy were found as being either written on course syllabuses, or non-written on course syllabuses, and integrated into course content. With respect to instructional management, the lecturers were seen as using a variety of methods, media, and evaluation techniques appropriate to intended outcomes. It was suggested by the interviewees that Kasetsart University give high priority to the establishment of the body of knowledge on sufficiency economy philosophy. Concrete policy formulation with implementation communication and support should be provided to organizational units and personnel at all levels. Related research should be actively supported and actual practices need to be consistently encouraged. In relation to instructional management, the concepts of the philosophy were recommended to be integrated into all courses. In stead of creating new courses, the content of courses currently offered might be adjusted to address the concepts of the philosophy in response to the philosophy of Kasetsart University emphasizing the production of graduates with social engagement.