GUIDELINES FOR DEVELOPING LEARNING RESOURCES IN EDUCATIONAL INSTITUTIONS BASED IN THE SEVEN SAPPĀYA PRINCIPLES OF THE SRIBURAPAJARN SCHOOL GROUP, HUA TAPHAN DISTRICT, UNDER AMNAT CHAROEN PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

This research aimed to investigate and propose guidelines for developing learning resources in educational institutions by integrating the Seven Sappāya Principles (Sappāya 7), which refer to supportive conditions conducive to learning and practice, in order to create an environment that enhances educational quality in the Sriburapajarn School Group, Hua Taphan District, under the Amnat Charoen Primary Educational Service Area Office.

The objectives of this research were: (1) to study the current conditions and priority needs for developing learning resources; (2) to investigate effective approaches for organising learning resources; and (3) to synthesise and propose concrete guidelines for developing learning resources that are appropriate and consistent with the local context.

This study employed a mixed-methods research design integrating quantitative and qualitative approaches. The conceptual framework was based on learning resource development at the institutional level and the Seven Sappāya Principles (Sappāya 7). The research area was the Sriburapajarn School Group. The quantitative sample consisted of 32 participants, including school administrators, teachers, and educational personnel, selected through purposive sampling. The qualitative key informants consisted of 5 participants. The research instruments included a statistically validated questionnaire and in-depth interview forms. Quantitative data were analysed using the mean (M), standard deviation (SD), and Modified Priority Needs Index (PNI Modified), while qualitative data were analysed using content analysis and presented through descriptive analysis.

The research findings revealed that:

1. The priority needs for developing learning resources based on the Seven Sappāya Principles: The overall priority needs were at a high level. When considered by aspect, community and network participation had the highest Modified Priority Needs Index (PNI Modified) value, reflecting that educational institutions require support and integrated cooperation from external partners to establish sustainable learning resources. 2. Approaches for developing learning resources: The development of learning resources should be implemented through an integrated systematic approach covering five key dimensions: physical aspects (Āvāsa-sappāya), management aspects (Āhāra-sappāya), learning processes (Dhamma-sappāya), learners and teachers (Puggala-sappāya), and participation. All dimensions should support learners’ mental well-being and enhance their competencies. 3. Guidelines for development: The researcher proposed a systems model consisting of four main components: (1) Inputs, including resources and personnel; (2) Process, referring to the management of learning resources; (3) Support Mechanisms, including partner networks; and (4) Outcomes, namely learner quality and the development of educational institutions as learning organisations. The Seven Sappāya Principles serve as guiding criteria for maintaining standards throughout every stage of the process.