MANAGEMENT APPROACHES TO THE LEARNING ECOSYSTEM BASED ON THE FOUR SAPPAYA PRINCIPLES AMONG THE MAHACHULA SCHOOL GROUP, PHRA NAKHON SI AYUTTHAYA PROVINCE

Abstract

This research article aimed to: 1) study the state of learning ecosystem management, 2) study the methods of learning ecosystem management based on the Four Sappya principles, and 3) propose guidelines for learning ecosystem management based on the Four Sappya principles among the Mahachula School Group in Phra Nakhon Si Ayutthaya Province. This research was a mixed-methods study using questionnaires from the entire population of 123 individuals. Data were analyzed using descriptive statistics, namely percentage, mean, standard deviation, and interviews with 7 key informants using a semi-structured interview guide. Data were analyzed using content analysis.

The research results found that: 1) the overall and individual aspects of learning ecosystem management among the Mahachula School Group were at a high level. 2) The methods of learning ecosystem management based on the Four Sappya principles among the Mahachula School Group were management methods that focused on creating an environment conducive to sustainable physical, mental, and intellectual development, driven through 4 main components: (1) vsa Sappya (Physical Environment), preparing learning spaces that are peaceful, clean, safe, and promote mental development; (2) hra Sappya (Intellectual Resources), providing appropriate media, learning equipment, and technology. To support quality learning (3) Puggala-sappya (Personnel Development), continuously develop the potential of teachers through training and evaluation to increase their ability to manage learning (4) Dhamma-sappya (Learning Processes), promote good learning processes, especially project-based learning that can be linked and applied to real life and 3) Guidelines for managing the learning ecosystem based on the Four Sappya principles by creating a learning ecosystem that is balanced in body, mind and intellect, with practices in 4 areas as follows: (1) vsa Sappya (environmental aspect), prepare the space and management system to be safe, transparent and conducive to hands-on learning. (2) hra Sappya (media and activities aspect), fill intellectual food through media, technology and learning activities, and regularly monitor and evaluate (3) Puggala-sappya (personnel and network aspect), develop teachers to be facilitators of learning, give students the opportunity to be responsible and create learning networks with the community (4) Dhamma-sappya (integration aspect), integrate Dharma principles and environmental issues into teaching to create a balance between knowledge, quality of life and good characteristics of learners.