Developing 21st Century Life Skills and Career Competencies Among University Students: A Case Study of Buddhist University in Thailand
Keywords:
21st century skills, life skills development, career competencies, Buddhist higher education, Thailand, research and development, SBU-LCK Model, experiential learning, competency-based educationAbstract
Background: The rapidly evolving 21st-century landscape demands that higher education institutions equip students with comprehensive life skills and career competencies extending beyond traditional academic knowledge. Buddhist universities in Thailand face distinctive challenges in integrating modern competency frameworks while preserving their philosophical foundations rooted in mindfulness, ethical conduct, and social responsibility.
Purpose: This research and development study aimed to assess current life skills and career competencies among students at Mahachulalongkornrajavidyalaya University (SBU), develop an evidence-based intervention framework (SBU-LCK Model), and evaluate its effectiveness in enhancing six critical competencies: emotional management, flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility.
Methods: The study employed a four-phase research and development design incorporating needs assessment, model development, implementation trial, and effectiveness evaluation. Using stratified random sampling, 390 SBU students were selected for the needs assessment phase, with 100 students participating in the model implementation phase. Data collection utilized validated questionnaires assessing competency levels, semi-structured interviews with students and educators, and focus group discussions. Quantitative data were analyzed using descriptive statistics, Wilcoxon signed-rank tests, and Mann-Whitney U tests, while qualitative data underwent thematic analysis to identify curriculum gaps and implementation challenges.
Results: Pre-implementation assessment revealed moderately high baseline competencies (M = 3.75, SD = 0.62 on a 5-point Likert scale), with notable gaps in flexibility and adaptability (M = 3.60), social and cross-cultural skills (M = 3.55), and leadership and responsibility (M = 3.65). Post-implementation results demonstrated statistically significant improvements across all six competencies (p < 0.001): emotional management increased from M = 4.00 to M = 4.35, flexibility from M = 3.60 to M = 4.10, initiative from M = 3.70 to M = 4.20, social skills from M = 3.55 to M = 4.05, productivity from M = 3.80 to M = 4.25, and leadership from M = 3.65 to M = 4.15. Students reported high satisfaction with the experiential learning opportunities, hands-on activities, and real-world skill development integrated throughout the model. Educators noted the model's effectiveness in addressing previously underemphasized competencies and its flexibility for integration across diverse academic programs.
Conclusions: The SBU-LCK Model effectively enhanced 21st-century life skills and career competencies among Buddhist university students in Thailand. The integration of Buddhist philosophical principles—including mindfulness, ethical conduct, and social responsibility—with experiential learning methodologies, self-directed projects, and collaborative exercises created a culturally responsive framework applicable to similar educational contexts. Findings indicate that competency-based interventions incorporating structured workshops, problem-solving simulations, intercultural exchanges, and leadership development activities significantly improve student readiness for modern workforce demands while honoring traditional Buddhist educational values.
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