The Development of Buddhist Communication Innovations Affecting the Dhamma Teaching and Learning Efficiency in the New Normal Era

Abstract

This research aimed at the following objectives: 1) to examine the current status and challenges of Dhamma teaching and learning in the New Normal era; 2) to develop Buddhist communication innovations that enhance the effectiveness of Dhamma instruction; and 3) to present Buddhist communication innovations affecting the Dhamma teaching and learning efficiency in the new normal era. The study employed a mixed-methods research and development approach. The participants consisted of 35 monks studying the elementary level of Dhamma (Nak Tham Tri), selected through purposive sampling. Data collection instruments included: 1) the developed Buddhist communication innovations; 2) an online achievement test to assess learning outcomes; and 3) a satisfaction questionnaire regarding the online communication innovation process. Quantitative data were analyzed using descriptive statistics, including mean, percentage, and standard deviation, while an independent t-test was used to compare pre- and post-test learning outcomes. Qualitative data from structured interviews were analyzed using content analysis.

The findings revealed as follows: 1) Dhamma teaching and learning currently face several challenges. These include unclear curriculum objectives, complex content, and textbooks lacking standardization, which require learners to interpret the material themselves, often leading to misunderstandings. In addition, most teaching methods focus on memorization and lecture-based instruction, limiting students’ analytical thinking skills and participation. Some instructors also lack skills in media and teaching innovations, reducing their ability to effectively motivate monks and novices. 2) The results of implementing the developed Buddhist communication innovations with the participants through online learning indicated a high level of satisfaction across all aspects, including content, learning activities, media used, and instructional design. This reflects that the innovations were of propriety and significantly enhanced the effectiveness of Dhamma teaching and learning. Furthermore, post-test achievement scores were significantly higher than pre-test scores, demonstrating the positive impact of the innovations on learning outcomes. 3) From the lessons learned and analysis of the online learning experiences of monks and novices, a new framework, the “ICAS Model,” was developed. This model consists of four components: Instructor, Course, Activity, and Student, providing a conceptual guide for enhancing the effectiveness of Dhamma education through online platforms. Implementing an online Dhamma learning website based on this model allowed learners to access lessons anytime and anywhere, overcoming limitations related to travel and pandemic restrictions. The model also facilitated interaction, assignment submission, and immediate evaluation. Multimedia resources, including images, audio, and e-books, enriched learning experiences, making Dhamma education in the New Normal era more convenient, accessible, and effective.