Learning Innovation in Buddhist Oriented Classroom

Abstract

This academic article aims to explain and synthesize concepts of Buddhist-based learning innovation in the classroom by reviewing both domestic and international literature related to the integration of core Buddhist doctrines—namely the Four Noble Truths and the Eightfold Path—with modern learning theories such as active learning, discovery learning, problem-based learning, and student-centered learning approaches. The article focuses on designing learning processes that promote hands-on practice and foster interactions among learners, teachers, and their surrounding contexts to comprehensively develop students in terms of knowledge, higher-order thinking skills, and morals and ethics relevant to contemporary society. The synthesis indicates that Buddhist principles can serve as a systematic framework that helps learners understand problems deeply, ranging from problem identification, causal analysis, goal setting, to step-by-step solution planning. This process leads to the development of analytical, synthetic, and evaluative thinking skills, which are essential 21st-century competencies. Furthermore, the author proposes a logical framework reflecting the linkages among resources, core concepts, learning processes, and both short-term and long-term outcomes, accompanied by examples of learning activities integrating Buddhist principles into real-world situations, alongside a K–P–A evaluation approach to comprehensively assess learners. Buddhist-based learning innovation thus offers an educational approach that balances wisdom, morality, and life skills. It elevates learning quality and promotes student development into responsible, moral global citizens who can coexist peacefully in a rapidly changing society.