The Enhancing Future Learning Skills With Trisikha of Third Grade Students at Romklao Buriram School

Abstract

This research aimed to investigate the enhancement of future learning skills through the application of the Threefold Training (Tri-Sikkha) principles among Grade 9 students at Romklao School in Buriram Province. The objectives of the study were: 1) to examine students’ future learning skills; 2) to enhance future learning skills through the integration of Tri-Sikkha principles among Grade 9 students at Romklao School, Buriram; and 3) to review knowledge related to the development of future learning skills based on Tri-Sikkha. A mixed-methods research design was employed, incorporating both quantitative and qualitative approaches. Quantitative data were collected a questionnaire concerning educational management based on the Tri-Sikkha framework. Qualitative data were obtained from document analysis, observations, and structured interviews. Key informants consisted of two school administrators and 37 teachers, totaling 39 participants. Research instruments included an interview form, field notes, and a camera. Qualitative data were analyzed through content interpretation and thematic analysis, and findings were presented descriptively according to the Tri-Sikkha framework: morality (Sīla), concentration (Samādhi), and wisdom (Paññā).

The findings revealed that: 1. The development of students’ future learning skills should emphasize life and career skills, information, media and technology skills, and learning and innovation skills. Instruction should adopt a learner-centered approach, focusing on experiential learning, critical thinking, problem-solving, and interdisciplinary integration. Schools should systematically integrate the Tri-Sikkha principles into curricula, learning units, and both in-class and extracurricular activities to cultivate discipline, concentration, and practical wisdom among students. 2. The school implemented Tri-Sikkha-based activities in four formats: pre-class activities, daily routines, weekly activities, and activities on important Buddhist holy days. These activities aimed to develop ten key desirable characteristics in students. 3. A survey of 272 parents and students indicated that the overall implementation of Tri-Sikkha was rated at a high level. The morality dimension received the highest mean score, followed by wisdom and concentration. Significant differences in opinions were found according to status, age, and educational level in overall and certain specific aspects. However, no significant differences were observed in the wisdom dimension in several cases. These findings suggest that the overall implementation was appropriate, while greater continuity in concentration-related activities and increased parental involvement should be strengthened to further enhance the effectiveness of developing students’ future learning skills.