DEVELOPING COMPETENCY LEARNING IN THE 21st CENTURY THROUGH MINDFULNESS-BASED LEARNING OF STUDENTS IN NAKHON PATHOM PROVINCE

Abstract

The objectives of this research were: 1) to study the need for developing learning competencies in the 21^st century, 2) to study the components of learning competencies in the 21^st century by using mindfulness-based learning, 3) to develop learning management processes to enhance learning competencies in the 21^st century by using mindfulness-based learning, and 4) to evaluate and propose learning management processes to enhance learning competencies in the 21^st century by using mindfulness-based learning of students in Nakhon Pathom. The sample group consisted of 503 students in Nakhon Pathom and six experts, a mixed methods research approach was used, and the tools in this research comprised a questionnaire, a plan evaluation form, an interview form, and a learning management competency evaluation form. Statistics used included percentages, mean, and standard deviation. Based on the research, the following results were found. 1) Most of the sample group want to have their learning competencies developed in the 21^st century, sorted by average as follows: 1. Students want to develop goals or future visions in their own lives that reflect what they eventually want to be (PNI=3.39), and 2. Students want to develop self-esteem when pursuing their goals and being successful (PNI=3.36). 2) The four components of the learning competencies of students in Nakhon Pathom Province, which represent an internal change starting with oneself as a self-management competency, consist of self-esteem, having goals in life, managing emotions and stress, and managing problems and crises. 3) The learning management process using mindfulness-based learning implementing the threefold training for the learning management process was divided into three phases as follows: cultivating mindfulness and concentration before class, cultivating mindfulness and concentration during class, and cultivating mindfulness and concentration after studying. and 4) The results of the evaluation and proposal of a learning management process...