GUIDELINES FOR LEARNING MANAGEMENT IN THE 21ST CENTURY BASED ON THE FOUR VUDDHI-DHAMMA IN SECONDARY SCHOOLS IN BANG KRUAI DISTRICT, NONTHABURI PROVINCE

Abstract

This research article aimed to 1) study the learning management in the 21st century in secondary schools in Bang Kruai District, Nonthaburi Province, 2) study the learning management methods in the 21st century according to the Four Vuḍḍhi-dhamma in secondary schools, 3) propose the learning management guidelines in the 21st century according to the Four Vuḍḍhi-dhamma in secondary schools in Bang Kruai District, Nonthaburi Province. This research was a mixed-method research between quantitative and qualitative research. The quantitative research used a questionnaire to collect opinions of 351 students in secondary schools in Bang Kruai District, Nonthaburi Province. The data were analyzed using basic statistics: frequency, percentage, mean, and standard deviation. The qualitative research interviewed 15 school administrators, teachers, and monks or Buddhist experts. The data were analyzed using content analysis.

The research results found that: 1) The learning management in the 21st century in secondary schools in Bang Kruai District, Nonthaburi Province, in all 5 areas, overall, there were opinions at a high level, namely, the learning environment, the teachers, the learning management methods, the content and the students, respectively. 2) Methods for managing learning in the 21st century according to the principles of the Four Vuḍḍhi-dhamma in secondary schools; (1) In terms of learners, learning in the 21st century focused on learners as the center, learners must be physically, mentally and emotionally ready, having motivation and learning goals, and having important skills, participating in activities and expressing their opinions in active learning atmosphere. (2) In terms of content, the learning content should be up-to-date, consistent with the needs of learners and society, and could be further developed. It promoted judgment, instills morality, ethics and social responsibility. The content should be diverse, interesting, easy to understand and could be applied in practice. (3) In terms of learning management methods, learning management should focus on real experiences and organize a variety of activities. (4) In terms of teachers, teachers should be guides, encourage and support learners to learn by themselves. The assessment results should be diverse, using interesting techniques and adhere to morality, using digital technology for effective teaching and learning, developing yourself, attending training, and seeking additional knowledge. (5) In terms of learning environment, the learning environment should promote concentration, be peaceful, safe, warm, friendly, and supportive of collaborative learning, the exchange of ideas, and mutual assistance. Learning should be linked to the immediate environment and integrate holistic learning, combining knowledge with the environment. A good environment affected learning. Teacher development should be provided, and teachers should be encouraged to use digital technology. 3) Guidelines for learning management in the 21st century based on the Four Vuḍḍhi-dhamma principles in secondary schools in Bang Kruai District, Nonthaburi Province was organizing learning based on the Four Vuḍḍhi-dhamma principles: (1) Seeking friends who are scholars, inviting expert speakers to lecture or organize workshops to allow learners to learn from direct experiences, receive inspiration and guidelines for self-development; (2) Taking care of learning, providing books, videos, articles or various learning media, organizing activities; (3) Practicing Dhamma appropriately, organizing activities for learners to practice, such as presenting work, role-playing, group activities, to develop various skills through practice; and other activities such as brainstorming, creative activities, community service activities, and camping activities. (4) Considering and analyzing activities and designing activities that are consistent with the learners' interests and aptitudes, and creating a safe, open, and fun learning atmosphere.