Integrating Buddhist Teachings into Social Studies Education: An Action Research Study on Transformative Pedagogy in Four Northeast Thailand Provinces
คำสำคัญ:
Buddhist education, Social Studies curriculum, action research, Northeast Thailand, ethical behavior, transformative pedagogy, cultural integrationบทคัดย่อ
Background: Social Studies education in Thailand faces challenges in developing ethical citizenship and cultural identity among students. While Buddhism influences 95% of Thailand's population, systematic integration of Buddhist principles into Social Studies curricula remains limited, particularly in Northeast Thailand where traditional values intersect with modernization pressures.
Purpose: This action research study investigates the effectiveness of integrating Buddhist teachings into Social Studies education to enhance ethical behavior, social responsibility, and academic engagement among secondary school students in four Northeast Thailand provinces.
Methods: A mixed-methods action research design was implemented across 28 secondary schools in Khon Kaen, Udon Thani, Nakhon Ratchasima, and Maha Sarakham provinces during 2021-2022. Participants included 450 Grade 9-12 students and 35 Social Studies educators. Data collection involved pre- and post-intervention assessments using validated instruments measuring ethical behavior, social responsibility, and academic engagement. Qualitative data were gathered through focus group discussions with 42 participants including students, teachers, and community leaders. Buddhist principles (Four Noble Truths, Noble Eightfold Path, Five Precepts, Four Sublime States) were integrated through storytelling, mindfulness practices, and project-based learning over two semesters.
Results: Statistical analysis revealed significant improvements in ethical decision-making scores (pre-test M = 6.2, SD = 1.4; post-test M = 7.8, SD = 1.2; t(449) = -14.67, p < 0.001, Cohen's d = 1.23), social responsibility measures (pre-test M = 6.9, SD = 1.6; post-test M = 8.1, SD = 1.3; t(449) = -9.84, p < 0.01, Cohen's d = 0.83), and academic engagement levels (pre-test M = 6.8, SD = 1.5; post-test M = 7.6, SD = 1.1; t(449) = -7.21, p < 0.05, Cohen's d = 0.61). Qualitative findings revealed enhanced empathy, cultural identity awareness, and community engagement. Challenges included teacher preparedness (68% requiring additional training), resource limitations, and balancing religious-secular content.
Conclusions: Integrating Buddhist teachings into Social Studies education significantly improves students' ethical behavior and social responsibility while maintaining academic standards. The study provides evidence-based curriculum frameworks and pedagogical strategies for educators and policymakers. Recommendations include comprehensive teacher training programs, culturally responsive teaching materials, and policy support for holistic education approaches that honor cultural heritage while promoting inclusive learning environments.
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