Learning Management Model to Promote Competence, Well-being, and Happiness of Novice Monks at Phrapariyattidhamma School, General Education Section, Buriram Province

Abstract

This research aimed to: (1) analyze the learning management practices of novice monks at Phrapariyattidhamma Schools, General Education Division, in Buriram Province; (2) develop a learning management process to promote the development of “Competence–Wellbeing–Happiness”; and (3) implement and promote the process at the whole-school level. The study employed a qualitative action research methodology. Data were collected from school administrators, teachers, monk teachers, novice monks, parents, and community partners through in-depth interviews, focus group discussions, classroom observations, activity observations, and follow-up evaluations of the model implementation. The research was conducted through iterative cycles of design, implementation, reflection, and improvement.

The findings revealed that: (1) The schools possessed cultural capital and temple-based routines that promoted discipline and concentration among novice monks. However, the integration of general education with Dhamma education and the use of active teaching methods were inconsistent. Assessment tools for evaluating “goodness and happiness” lacked standardization, while limitations in time and resources contributed to differences in the quality of learning across classrooms. (2) The Dhamma-based learning management process was grounded in the Threefold Training (Sīla, Samādhi, and Paññā), the Four Principles of Social Integration (Saṅgahavatthu), the Seven Conditions of Welfare (Aparihāniyadhamma), and the Six Directions (Disa). These principles were translated into a set of integrated activities, including Buddhist project-based learning, academic clinics and peer tutoring, learning-oriented temple routines, 10-minute mindfulness and compassionate dialogue sessions, and multidimensional assessment using a “Competence–Wellbeing–Happiness” rubric, observation forms, reflective reports, and portfolios. (3) Whole-school implementation through a joint working committee, a block scheduling system (2–2–1), monthly Professional Learning Community (PLC) meetings, and a developmental dashboard for individual novice monks resulted in greater consistency in teaching and assessment. The novice monks demonstrated increased participation and academic competencies, clearer development of discipline and compassion, and continuous improvement in indicators of well-being and school engagement.

The study concludes with the development of the KDH Model. The model places Buddhist principles at its core and connects classroom activities, daily routines, and collaboration among home, temple, school, and community to achieve the simultaneous development of “Competence, Wellbeing, and Happiness.” The study recommends incorporating the activity packages and shared assessment rubrics into regular semester teaching plans, together with systematic monitoring and evaluation, to ensure sustainability and facilitate the model’s dissemination to networks of Phrapariyattidhamma Schools in other provinces.