กระบวนการพัฒนาตนเองโดยใช้หลักจิตตปัญญาศึกษาและจิตอาสา

Prapatsanan  Pengkit; Chalida  Yamsrisuk

doi:10.60027/iarj.2026.e297445

Authors

Prapatsanan Pengkit Phuket Rajabhat University, Thailand https://orcid.org/0009-0001-5793-2525
Chalida Yamsrisuk Phuket Rajabhat University, Thailand https://orcid.org/0009-0004-5859-7695

DOI:

https://doi.org/10.60027/iarj.2026.e297445

Keywords:

Development Process, Spirituality, Volunteer, Self-awareness, Social Engineering

Abstract

Background and Aims: In higher education, self-development has placed a greater emphasis on holistic learning that combines social duty and interior awareness. Students' self-awareness, emotional intelligence, ethical ideals, and social participation can be effectively fostered through volunteer-based learning and contemplative education. There aren't many systematic frameworks that combine these strategies with useful social skills, though. In order to support undergraduate students' holistic development, this study looked into and synthesized a self-development process that incorporates volunteer work, contemplative education, and social engineering techniques.

Methodology: Through document analysis, literature evaluation, and reflective synthesis of experiential learning activities used in higher education contexts, this study used a qualitative and conceptual research technique. The procedure included the use of social engineering skills, such as systems thinking, communication, cooperation, and social innovation design, as well as contemplative learning exercises, organized contemplation, and volunteer work on community-based initiatives.

Result: The results showed that students' self-awareness, emotional control, empathy, social responsibility, and useful life skills were all successfully improved by the integrated self-development process. While volunteer work enhanced empathy, civic involvement, and teamwork, contemplative education promoted in-depth introspection and personal insight. Through the effective use of social engineering techniques, interior transformation and tangible social action were linked, leading to significant experiential learning and long-lasting behavioral change.

Conclusion: The combination of contemplative education and volunteer-based learning, along with social engineering skills, fosters holistic self-development that encompasses social, emotional, intellectual, and moral facets. Students can grow into socially conscious individuals who can effect positive, long-lasting social change through this process. The results showed that higher education institutions needed to incorporate organized contemplative practices and volunteer work into their extracurricular and academic offerings to support healthy human development in the twenty-first century.

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