GUIDELINES FOR DEVELOPING TEACHERS’ DESIGN THINKING BASED ON THE FIVE INDRIYAS PRINCIPLES OF THE BURAPHA CO-CAMPUS SCHOOL GROUP, SARABURI PROVINCE

Abstract

This research article aims to: 1) study the priority needs for developing teachers' design thinking in the Burapha Co-Campus School Group; 2) study the methods for developing teachers' design thinking based on the Five Indriyas principles (Five Spiritual Faculties); and 3) propose guidelines for developing teachers' design thinking based on the Five Indriyas principles in the Burapha Co-Campus School Group, Saraburi Province. The study employed a mixed-methods research design. For the quantitative phase, questionnaires were administered to the entire population of 123 teachers. Data were analyzed using fundamental statistics, including percentage, mean, standard deviation, and the Priority Needs Index (PNI). For the qualitative phase, in-depth interviews were conducted with 13 key informants, and the data were analyzed using content analysis.

The research findings were as follows: 1) The overall current state of teachers' design thinking in the Burapha Co-Campus School Group, Saraburi Province, was at a high level, while the desirable state was overall at the highest level. The priority needs for design thinking development, ranked from highest to lowest, were: Prototyping (1st), Ideation (2nd), Testing (3rd), Defining (4th), and Empathizing (5th). 2) The method for developing teachers' design thinking, integrated with the Five Indriyas principles, comprised essential steps: assessing learners' problems, defining problems for media design, exchanging ideas with peers, creating prototype learning materials, and testing the materials prior to actual implementation. The outcome of this approach is the creation of effective learning materials that precisely meet learners' needs, with the aim of promoting learning management that sustainably develops learners' quality alongside morality. 3) The proposed guidelines for developing teachers' design thinking based on the Five Indriyas principles involved key operational processes: utilizing diverse assessment tools, continuously driving development through Professional Learning Communities (PLC), exchanging cross-disciplinary knowledge, and enhancing technological skills for media production. These processes also included testing learning materials with a pilot group following the PDCA (Plan-Do-Check-Act) cycle, coupled with internal supervision. The ultimate goal is to create effective learning materials responsive to the learners' context, leading to a creative and sustainable elevation of learning management quality. This is fundamentally driven by the integration of the Five Indriyas Faith (Saddhā), Effort (Viriya), Mindfulness (Sati), Concentration (Samādhi), and Wisdom (Paññā) as a concrete foundation for development.