GUIDELINES FOR DEVELOPING CREATIVE LEARNING FOR STUDENTS IN THE DIGITAL AGE BASED ON THE FOUR NOBLE TRUTHS AMONG SCHOOLS IN THE PHACHIRAPIPHAT GROUP PHRA NAKHON SI AYUTTHAYA PROVINCE

Abstract

This research article aimed to: 1) study the current state of creative learning among digital-age students, 2) study methods for developing creative learning among digital-age students based on the Four Noble Truths, and 3) propose guidelines for developing creative learning among digital-age students based on the Four Noble Truths in schools in the Phachiraphiphat group, Phra Nakhon Si Ayutthaya Province. This employed a mixed-methods research design using questionnaires administered to all 90 respondents, with data analyzed using percentages, means, standard deviations, and semi-structured interviews with key informants, and data were analyzed using content analysis.

The research findings revealed that: 1) The current state of creative learning among digital-age students, both overall and in each aspect, was at the highest level. 2) Methods for developing creative learning among digital-age students based on the Four Noble Truths included: (1) Suffering (Dukkha - recognizing the problem), starting with students identifying real problems in life or society to use as starting points for creating new things; (2) The origin of suffering (Samudaya - understanding the cause), promoting in-depth analysis of the causes of problems to enable the development of targeted solutions without losing focus; and (3) The cessation of suffering (Nirodha - unleashing potential), providing space for free brainstorming. To look for a picture of success and a variety of solutions, without limits (4) Path (Magg - Process of action) to create innovation by using technology, questioning and practical application as the main tools to get efficient and systematic results and 3) Creative learning development guidelines for digital age students based on the Four Noble Truths, schools in the Phachiraphiphat group, Phra Nakhon Si Ayutthaya Province (1) Dukkha (Awareness of the problem) begins with having students confront and accept the learning problems that lack creativity, not overlooking them but bringing them up as the starting point for development (2) Samudaya (Analysis of the cause) finds the root of the problem, which often comes from teaching that focuses on the teacher as the center or the use of technology in the wrong purpose (using it to communicate but not creatively) (3) Nirodha (Setting a goal to achieve) defines the desired result, which is that students can unleash their potential, create new innovations or works, with technology as a tool to clearly answer the goal (4) Magg  (Process of action) uses an active learning approach that emphasizes questioning and practical application to create works that are beneficial to themselves and society in a tangible way.