Educational Management for Students Identity Development in the Higher Education Institutions of Monks, Chiang Mai Province
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Abstract
The research article consisted of the following objectives: 1) to investigate the student monk identities in monastic higher education institutions in Chiang Mai; and 2) to explore the educational management guidelines for promoting student monk identities in monastic higher educational institutions in Chiang Mai Province. The study employed a mixed-method approach, with three administrators from Mahachulalongkornrajavidyalaya University's Chiang Mai campus and three from Mahamakut Buddhist University participating in an interview. A questionnaire was also used to collect data from 100 student monks from monastic higher education institutions who were chosen by simple random sampling. The quantitative data were analyzed using percentages, means, and standard deviations, while the qualitative data were analyzed using the descriptive approach.
From the study, the results are found as follows:
1) The student monk identities in monastic higher education institutions in Chiang Mai should possess the following quality: (1) respectable posture; (2) current world events awareness; (3) leadership skills; (4) volunteer spirit; (5) self-improvement; and (6) community and social development.
2) The educational management guidelines for promoting student monk identities in monastic higher educational institutions in Chiang Mai Province found as follows: (2.1) The level of identity promotion achieved through the educational management process in all six aspects are: (1) lecturers; (2) curriculum; (3) instructional methods; (4) instructional media; (5) venue and environment; and (6) student monk activities; all of these six aspects have a high level of promotion, (2.2) The educational management guidelines for promoting identities are as follows: (1) the development of lecturers' knowledge and comprehension of the university's identity, as well as their morality, ethics, and ability to set a positive example; (2) The design of curriculum to emphasize the practice of tranquil meditation as well as social change so that students can live in society in a meaningful way; (3) The learning management that focuses on knowledge and morality and is practical; (4) The educational innovation that fosters digital citizenship by focusing on the use of digital media and online retrieval; (5) The arrangement of the venue and environment that supports learning parks and connects learning to real-world phenomena; and (6) The learning arrangement that emphasizes social responsibility and public citizenship based on Buddhist ethics.
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