BUDDHIST PRINCIPLES FOR ENHANCING STUDENT LEADERSHIP: AN ACADEMIC CONCEPTUAL FRAMEWORK BASED ON THE THREEFOLD TRAINING AND THE THREEFOLD TRUE DOCTRINE IN SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NAKHON SI THAMMARAT

Abstract

Student leadership development is an important goal of education in the 21st century. It is a process that enables students to think analytically, make decisions, collaborate with others, assume responsibility for the common good, and become responsible citizens. However, student leadership development in most schools is implemented through isolated activities or projects and therefore lacks a systematic conceptual framework connecting internal qualities, learning processes, and leadership behaviors. This academic article aims to synthesize knowledge concerning student leadership development based on the Threefold Training and the Threefold Saddhamma and to propose a conceptual framework for application in schools under the Secondary Educational Service Area Office Nakhon Si Thammarat. Data were synthesized from the Tipiṭaka, Buddhist scriptures and documents, academic texts, and relevant research. The synthesis revealed that the Threefold Training-morality (Sīla), concentration (Samādhi), and wisdom (Paññā)-serves as a framework for developing students’ behavior, mind, and wisdom. The Threefold Saddhamma-learning (Pariyatti), practice (Paṭipatti), and realization (Paṭivedha)-functions as a learning mechanism that connects knowledge and understanding with practice and transformative outcomes. Integrating these two Buddhist principles generates new knowledge in the form of
an “Inside-Out Student Leadership Development System,” comprising three components: self-development, transformative learning, and leadership for society. The system begins with developing internal qualities through the Threefold Training and employs the Threefold Saddhamma to translate knowledge into practice and leadership behaviors characterized by self-regulation, collaboration, rational decision-making, and social responsibility. It aims to enable students to lead themselves with wisdom, lead others with morality, and lead society with responsibility. This conceptual framework can serve as a foundation for policy formulation, curriculum design, learning management, student development activities, and student leadership assessment appropriate to school contexts.