Integrating Buddhist Principles and Peace Education: A Model for Youth Development in Kengtung, Myanmar

Abstract

This study examined Buddhist principles relevant to peace and self-development in summer school contexts, analyzed the current conditions and challenges of summer schools in Kengtung, Shan State, Myanmar, and developed an integrated Summer School Model based on Buddhist principles and peace education concepts. The study used a qualitative design, including documentary analysis and in-depth interviews with five senior monastic teachers selected through purposive sampling. The study analyzed documentary and interview data using content and thematic analysis. The findings identified mindfulness (sati), loving-kindness (metta), compassion (karuṇā), gratitude, moral discipline (sīla), and right speech as key principles supporting emotional regulation, empathy, ethical awareness, and harmonious relationships among youth. The study also identified declining student participation, limited curriculum innovation, insufficient integration of peace-oriented learning activities, and continued reliance on lecture-based instruction as major challenges. In response, the study developed an integrated Summer School Model with four interconnected components: ethical formation, mindfulness and compassion training, cooperative peace education, and community engagement. The model emphasizes experiential learning, dialogue, meditation, and service learning. The study contributes to Buddhist Peace Studies by proposing a culturally grounded educational framework that connects Buddhist ethical cultivation with contemporary peace education. The proposed model is conceptual and requires further implementation and evaluation before claims of effectiveness can be established.