Insights into Modern Education (i-ME)

Developing 21st Century Life Skills and Career Competencies Among University Students: A Case Study of Buddhist University in Thailand

Nalin Kounkroo — 2025-01-31

This research and development (R&D) study aimed to explore, develop, and evaluate a model for enhancing 21st-century life skills and career competencies among students at SBU. The study was conducted in four phases: identifying the current state and needs, developing a suitable model, trialing the model, and evaluating its effectiveness. A sample of 390 SBU students was selected using stratified random sampling. The research tools included questionnaires assessing the current state of life skills, model development needs, and satisfaction with the implemented model. Data were analyzed using descriptive statistics, the Wilcoxon test, the Mann-Whitney U test, and qualitative content analysis. The findings revealed that the current level of life skills and career competencies among students was moderately high. The developed SBU-LCK Model, which focuses on six key competencies - emotional management, flexibility, initiative, social skills, productivity, and leadership - demonstrated significant effectiveness in improving these skills. The model was well-received by students and experts, with high satisfaction scores and substantial improvements in pre- and post-test evaluations. This study highlights the importance of integrating comprehensive life skills training into higher education to better prepare students for the demands of the 21st century.

Social Studies Learning Management to Promote Corruption Prevention in First-Year Students Using the Buddhist Principles in Thailand

Pitsanu Homsombat — 2025-01-31

This study aims to explore, develop, and propose a learning management model for social studies that promotes corruption prevention among first-year secondary students at PKW School, Sakon Nakhon Province, based on the Four Ghāravasadhamma principles - Sacca (honesty), Dama (taming and training oneself), Khanti (tolerance), and Cāga (liberality). Employing a mixed-methods approach, this research integrates both quantitative and qualitative methodologies to investigate the current state of learning management, identify issues, and develop a model that addresses these challenges. Data were collected from a sample of 140 students using questionnaires and interviews, with both descriptive and inferential statistics used for analysis. The findings indicate that the overall implementation of social studies learning management to promote corruption prevention is highly effective, particularly in the areas of Cāga (liberality) and Sacca (honesty). The study proposes a model that incorporates real-life situations for teaching honesty, case studies for taming and training oneself, role-playing for tolerance, and problem-solving techniques for liberality. The proposed guidelines suggest using a variety of instructional methods tailored to the content and students' needs, emphasizing the integration of real-world contexts, case studies, and collaborative learning strategies.

The Implementation of Buddhist Ethical Teachings through Active Learning Models in Phrapariyattidhamma Schools

Yikaew Somngam — 2025-01-31

This study explores the effectiveness of integrating active learning strategies into the teaching of Buddhist ethical teachings in Phrapariyattidhamma schools. Focusing on a case study in Khon Kaen Province, the research assesses how the adoption of the MIAP (Motivation, Instruction, Application, and Presentation) Active Learning model influences student engagement, academic performance, and ethical understanding. Using a mixed-methods approach, the study collected quantitative data through pre-tests and post-tests, and qualitative insights via student satisfaction surveys and teacher interviews. The findings reveal a significant improvement in student outcomes, including enhanced comprehension and practical application of Buddhist teachings. Despite challenges such as resource constraints and the need for teacher training, the results suggest that active learning models can play a crucial role in modernizing religious education, making it more relevant and engaging for students. The study concludes with recommendations for expanding the use of active learning strategies in Buddhist monastic education.

Bridging Skills Gaps: An Analysis of Adult Vocational Education Programs in Thailand’s Labor Market

Somkhuan Namseethan — 2025-01-31

This paper analyzes adult vocational education programs in Thailand's labor market, examining their role in bridging skills gaps and addressing workforce demands. With rapid technological advancements and evolving economic landscapes, the need for specific, adaptable skills has become critical. Thailand faces a significant mismatch between the skills provided by vocational training programs and those demanded by employers. Through a comprehensive evaluation of existing vocational programs, this study identifies key areas where these programs succeed and fall short, particularly in offering practical skills and industry alignment. Factors such as government policies, private sector involvement, and accessibility issues are considered to provide a holistic view of vocational training efficacy. The findings suggest that stronger industry partnerships, curriculum updates, and the integration of technology can enhance the impact of vocational education on labor market preparedness. Recommendations include policy adjustments to support continuous program improvements and increased collaboration between educational institutions and industry stakeholders to ensure that adult learners acquire relevant skills for a competitive job market.

Promoting Inquiry-Based Learning in Thai Science Education: Enhancing Scientific Literacy and Critical Thinking

Phongnirun Uthaikanchanakul — 2025-01-31

This paper explores the transformative role of Inquiry-Based Learning (IBL) in enhancing scientific literacy and critical thinking in Thai science education. Rooted in constructivist theories, IBL fosters student engagement by promoting curiosity, critical analysis, and hands-on experimentation. As opposed to traditional rote memorization, IBL encourages students to formulate questions, design experiments, and collaboratively solve problems, bridging theoretical knowledge with practical applications. The research highlights the current limitations of Thai science education, which often prioritizes standardized testing and passive learning, resulting in limited critical thinking and problem-solving abilities. By integrating IBL into classrooms, educators can create dynamic learning environments that equip students with 21st-century skills, including creativity, teamwork, and the ability to analyze and address complex scientific issues. Case studies from Thai educational institutions demonstrate the efficacy of IBL in boosting student motivation, understanding, and performance, particularly through collaborative learning models and STEM-focused approaches. Furthermore, the paper underscores the importance of teacher preparedness and professional development in adopting IBL methodologies. Effective implementation requires comprehensive training programs, mentorship, and systemic curriculum reforms to align teaching practices with inquiry-based frameworks. Challenges such as resource constraints, traditional pedagogical mindsets, and rigid curricula are addressed, offering policy recommendations to facilitate widespread adoption of IBL in Thai schools. The findings emphasize the potential of IBL to transform Thai science education, preparing students to thrive in a rapidly evolving global landscape. By fostering critical thinking and scientific literacy, IBL not only enhances academic outcomes but also cultivates informed, responsible citizens capable of tackling real-world challenges. This study advocates for a paradigm shift in educational practices, urging stakeholders to prioritize inquiry-driven pedagogy as a cornerstone of educational reform.