Guidelines for Promoting Learning Management in an Era of Global Disruption According to the Vuddhi Dhamma Principles in the Tha Ruea Pattana Schools Group, Pra Nakhon Si Ayutthaya Province

Abstract

This study aimed to: 1) examine the priority needs for promoting learning management in an era of global disruption among the Tha Ruea Pattana Schools Group, Phra Nakhon Si Ayutthaya Province; 2) investigate guidelines for promoting learning management in an era of global disruption based on the Vuddhi Dhamma principles; and 3) propose guidelines for promoting learning management based on the Vuddhi Dhamma principles. A mixed-methods research approach was employed. The quantitative population comprised 104 administrators, teachers, and educational personnel. A census sampling method was conducted, yielding 104 completed questionnaires (100% response rate). The qualitative key informants consisted of 7 individuals/monks, including 2 school administrators, 3 academic teachers, and 2 monks/scholars. The research instruments were a 5-point Likert scale questionnaire and semi-structured interviews. Quantitative data were analyzed using percentage, mean (), standard deviation ( ), and Modified Priority Needs Index (PNI_modified), while qualitative data were subjected to content analysis.

The findings were as follows:

1. The overall priority need for promoting learning management showed that the current status was at a high level (= 4.05, =0.83) and the desirable status was at the highest level (= 4.60, =0.58), with an overall  index of 0.136. The highest priority need was content and curriculum (PNI_modified=0.160), followed by teachers (PNI_modified=0.148), students (PNI_modified=0.140), learning media and environment (PNI_modified=0.125), and learning management methods (PNI_modified=0.108), respectively.


2. The guidelines based on the Vuddhi Dhamma principles comprised four key processes: building academic virtuous-friendship networks and Professional Learning Communities (Sappurisasangseva), acquiring up-to-date knowledge and digital innovation (Saddhammassavana), applying reflective analysis and active learning design (Yonisomanasikara), and implementing high-quality classroom practices (Dhammanudhammapatipatti).


3. The proposed guidelines could be practically applied across five key dimensions: content and curriculum, teachers, students, media and learning environment, and learning management methods. These guidelines effectively aim to foster students' learning skills, analytical thinking, digital literacy, and practical application of knowledge in real-life contexts.