Journal of Graduate MCU KhonKaen Campus

Causal Factors Affecting the Perception of Teaching Management Ability of Lower Secondary School Teachers in Opportunity Expansion Schools under Surin Primary Educational Service Area Office 3

Korakot Yooprasert, Suchart Homjan, Oranut Srikham — Tue, 16 Jun 2026 00:00:00 +0700

This research aimed to test the goodness-of-fit of a causal relationship model with empirical data and to study the total, direct, and indirect influences of causal factors affecting the perceived teaching competence of lower secondary school teachers in

opportunity expansion schools under the Surin Primary Educational Service Area Office 3. The sample consisted of 575 teachers and educational personnel from opportunity expansion schools under the Surin Primary Educational Service Area Office 3 during the academic year 2024, obtained through multi-stage random sampling. The research

instrument was a two-part questionnaire: Part 1 focusing on perceived Teaching Competence, and Part 2 on the causal factors influencing perceived Teaching Competence. The item discrimination power ranged from .550 to .861, and the overall reliability coefficients ranged from .555 to .986. Statistical analysis included mean, standard deviation, coefficient of variation, skewness, kurtosis, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM).

The findings revealed:

1) The structural equation model of causal factors affecting the perception of teaching competence of lower secondary school teachers in opportunity expansion schools under the Surin Primary Educational Service Area Office 3 was consistent with the empirical data ( = 40.18, df = 28, /df = 1.435, P-value = 0.064, RMSEA = 0.028, GFI = 0.990, AGFI = 0.963, SRMR = 0.018).

2) The factors with direct and indirect influence on teachers' perceived teaching competence are classroom atmosphere, teachers' academic competence, and work motivation. The total influence values for these factors are 0.692, 0.360, and 0.089, respectively. All factors within the model collectively accounted for 94.90% of the variance in teachers' perceived teaching competence.

The Factors Influencing English Achievement of Primary 6 Students under Surin Primary Education Service Area Office 3

Phatcharin Keram, Wanida Homjan, Oranut Srikham — Tue, 16 Jun 2026 00:00:00 +0700

The purposes of this study were to 1) develop and examine the validity of the model affecting the English achievement of Primary 6 Student 2) study the factors influencing English achievement of Primary 6 Student. 3) study the direct and indirect influences of factors influencing English achievement of Primary 6 Student. The sample consisted of 530 students of Primary 6 under the Office of Surin Primary Education Service Area 3, the first semester of the academic year 2024, by the multi random sampling technique. Two instruments in this study were the rating scale of factors affecting

learning achievement questionnaire, comprising 2 parts: Part 1, a questionnaire on the factors influencing achievement of students, including socioeconomic status factors and student characteristic factors (BACK), and Part 2, a questionnaire on the factors influencing achievement of students, including student characteristic factors, teacher characteristic factors, and family factors, with discriminating powers ranging from .244 to .790 and reliability of .833 to .857, and an English achievement test with the reliability was .910. The data were analyzed by mean, standard deviation, and Structural Equation Model (SEM).

The research results revealed that:

1. The factor model of variables affecting the English achievement of learning primary 6 students under the Office of Surin Primary Education Service Area 3 was in congruence with the empirical data. ( X² = 89.42, df = 70, X²/df = 1.277 , p = .059, CFI = .998, GFI = .979, RMSEA = .023, AGFI = .960 and SRMR = .023)

2. The factors influencing the English achievement of learning primary 6 students consist of 4 components: the teacher characteristics, the family, the socioeconomic status, and the student characteristics.

3. The factor directly affecting achievement learning was the student. The factors indirectly affecting achievement learning were the teacher and the family. The factor ambition both directly and indirectly was the socioeconomic status. All the factors could indicate the variance of achievement learning with 64.80 percent (R² = .648)

Factors Affecting Mathematics Achievement for Grade 9 Students Under the Surin Primary Educational Service Area Office, Area 3 : Mediation Analysis

Sarapee Sawatdee, Wanida Homjan, Oranut Srikham — Tue, 16 Jun 2026 00:00:00 +0700

This research aimed to study the influence of mediating variables on mathematics achievement, to develop and validate the structural equation model of factors influencing mathematics achievement, and to examine the direct and indirect influences of factors influencing mathematics achievement of Grade 9 students under the Surin Primary

Educational Service Area Office 3. The sample consisted of 450 Grade 9 students in the 2024 academic year by multi-stage random sampling.

The research instruments used were 1) Questionnaires with item discrimination power of .305 - .886 and reliability of .688-.927. 2) Test with difficulty level of .20 - .47, discrimination power of .20-.43, and a reliability of .790. The statistics used for data analysis included mean and standard

deviation. Structural Equation Modeling (SEM) Analysis.

The findings revealed:

1) The influence of mediating variables on mathematics achievement, with attitude toward learning as the mediating variable, Was able to predict the learning achievement by 98.20%.

2) The structural equation model of factors influencing mathematics achievement with mediating variables, was consistent with the empirical data (X²=84.86, df=67, X²/df=1.267, p=0.06945, CFI=0.999, GFI=0.978, RMSEA=0.024, AGFI=0.950, RMR=0.0102). 3) The influence of dependent variables on academic achievement revealed that the direct influence variables were teaching quality, learning motivation, and attitude toward learning, while the direct and indirect influence variables were classroom climate and parental academic support. All variables Was able to predict the learning achievement by 84.50%.

A Study of Learning Agility of School Administrator Components

Tad Wonglaprom, Nawaphorn Wannathong, Waro Phengsawat — Tue, 16 Jun 2026 00:00:00 +0700

This research article aimed to identify the components of learning agility among school administrators, which is considered a crucial competency for educational leadership in an era of rapid change. The study employed document analysis and synthesis methods. The research process consisted of two phases: (1) synthesizing the components of learning agility from ten related national and international documents and research studies, and (2) evaluating the appropriateness of the identified components by five experts. The research instruments included a document synthesis form and a five-point rating scale questionnaire. The content validity index of the instrument was 0.98. Data were analyzed using frequency, percentage, mean, and standard deviation.

The findings revealed that the learning agility of school administrators comprised five components: (1) Mental Agility, (2) People Agility, (3) Change Agility, (4) Results Agility, and (5) Self-Awareness. Furthermore, the evaluation conducted by the experts indicated that all components were considered appropriate at the highest level.

The findings provide a comprehensive framework of learning agility that can be applied as a guideline for developing school administrators’ capacity to adapt, learn continuously, and effectively manage educational institutions in response to the

challenges of the twenty-first century.

A Study of the Administrative Competency Components of Education Administrator

Pavinee Commongkun, Waro Phengsawat, Wanphen Nanthasri — Sat, 20 Jun 2026 00:00:00 +0700

This research aimed to study the administrative competency components of educational administrators. The research was divided into two steps. The first step involved synthesizing the administrative competency components of educational administrators by studying 10 relevant documents and research papers. The tool used was a document synthesis form, and the statistics used for data analysis were frequency and percentage. The second step was to evaluate the suitability of the administrative competency components of educational administrators. This was carried out by five experts using a 5-point rating scale questionnaire. The statistics used for data analysis were the mean and standard deviation.

The research findings revealed that the administrative competency components for educational administrators consist of five elements: 1) Administration, 2) Communication, 3) Personnel Development, 4) Planning, and 5) Leadership. The evaluation of all components showed that they were at the highest level of appropriateness.

The Development of Learning Series on Civic Duty, Cuture And Social Life Using Problems as the Base of Secondary School Students, Prapatsorn Witthaya School Watsrinuan Khon Kaen Province

Jiranthanin Siriluang, Niraj Ruangsan, Vitthaya Thongdee — Tue, 23 Jun 2026 00:00:00 +0700

The objectives of this research were: 1) to develop a learning package on Civic Duty, Culture, and Social Life using Problem-Based Learning (PBL) for Grade 8 students at Prapatsorn Wittaya School, Wat Srinuan, Khon Kaen Province, to meet the efficiency criterion of 80/80; 2) to compare students’ learning achievement before and after instruction; and 3) to investigate students’ satisfaction with the developed learning package. This study employed a pre-experimental research design. The target group consisted of 28 Grade 8 students enrolled in the second semester of the 2024 academic year, selected through purposive sampling. The research instruments included: 1) a learning package on Civic Duty, Culture, and Social Life using Problem-Based

Learning, 2) lesson plans, 3) a learning achievement test, and 4) a satisfaction questionnaire. Data were analyzed using percentage, mean, and standard deviation.

The findings revealed that:

1) the efficiency of the learning package was 91.16/90.08, exceeding the established criterion of 80/80

2) students’ post-test achievement scores were significantly higher than their pre-test scores at the .01 level, with an average score exceeding 80 percent

3) students’ overall satisfaction with the learning package was at a high level. All aspects, including instructional media, instructional management, assessment and evaluation, and learning enhancement activities, were rated at a high level. The findings indicate that Problem-Based Learning effectively enhances students’ knowledge,

understanding, problem-solving skills, and active participation in learning. Furthermore, this instructional approach promotes competencies and learning skills essential for learners in the 21st century.

The Development of a Learning Activity Package on the Analysis of Key Issues in Thai History Using Problem-Based Learning (PBL) for Matthayom Suksa 4 Students at Wat Sriwichai Wanaram School, Loei Province

Phra Direk Kittinago (Hengsawang), Vitthaya Thongdee, Somkhuan Namseethan — Tue, 23 Jun 2026 00:00:00 +0700

This research aimed to: 1) investigate the current conditions of learning

management in analyzing key issues in Thai History through Problem-Based Learning (PBL); 2) examine the efficiency of the developed learning activity package; 3) compare students’ learning achievement before and after learning; and 4) study students’ satisfaction toward the learning activity package on analyzing key issues in Thai History through

Problem-Based Learning (PBL) for Matthayomsuksa 4 students at Wat Sriwichaiwanaram School, Loei Province. This study employed a mixed-methods research design. The target group consisted of 21 Matthayomsuksa 4 students enrolled in the second semester of the 2024 academic year, selected through purposive sampling, and 8 key informants.

The research instruments included: 1) a questionnaire on learning management

conditions, 2) an interview form, 3) a learning activity package, 4) lesson plans based on

Problem-Based Learning, 5) a learning achievement test, and 6) a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and dependent samples t-test.

The findings revealed that:

1) the overall condition of learning management in analyzing key issues in Thai History through Problem-Based Learning was at a high level ( = 3.68, S.D. = 1.14)

2) the developed learning activity package achieved an efficiency of 87.54/88.10, which exceeded the established criterion of 80/80

3) students’ post-test learning achievement scores were significantly higher than their pre-test scores at the .01 level of statistical significance, with mean scores increasing from 16.19 to 26.43

4) students’ overall satisfaction with the learning activity package was at a high level ( = 4.17, S.D. = 0.85).

The Development of A Learning Activity Package on Buddhist Doctrines and The Teachings of Various Religions Using the Systematic Higher-Order Thinking Process (Gpas 5 Steps) for Prathom Suksa 5 Students at Kalasinpittayasai School

Phra Ao Gandhasilo (Warasai), Niraj Ruangsan, Vitthaya Thongdee — Tue, 23 Jun 2026 00:00:00 +0700

This research aimed to: 1) develop a learning activity package on Buddhist doctrines and the teachings of various religions using the Systematic Higher-Order

Thinking Process (GPAS 5 Steps) for Prathom Suksa 5 students to meet the efficiency criterion of 80/80, 2) compare students’ learning achievement before and after learning, and 3) investigate students’ satisfaction with the developed learning activity package. The study employed a quasi-experimental design using a one-group pretest-posttest design. The sample consisted of 40 Prathom Suksa 5 students from Kalasinpittayasai School selected through simple random sampling. The research instruments included lesson plans, a learning activity package, an achievement test, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, E1/E2 efficiency index, and dependent t-test.

The findings revealed that:

1) the developed learning activity package achieved an efficiency of 83.63/85.50, exceeding the criterion of 80/80

2) students’ post-learning achievement was significantly higher than their pre-learning achievement at the .01 level

3) students’ overall satisfaction with the learning activity package was at the highest level ( = 4.57, S.D. = 0.18)

The Development of a Programmed Instructional Package in Social Studies Using Virtual Reality Technology Combined With Simulation Games for Matthayomsuksa 3 Students at Srisatad Community School (Municipality 1), Loei Province

Tue, 23 Jun 2026 00:00:00 +0700

This research aimed to: 1) develop a programmed instructional package in Social Studies using virtual reality technology combined with simulation games for Matthayomsuksa 3 students at Srisatad Community School (Municipality 1), Loei Province, to achieve the efficiency criterion of 80/80; 2) compare students’ learning achievement before and after learning through the developed instructional package; and 3) investigate students’ satisfaction with the instructional package. This study employed a one-group pretest-posttest experimental design. The sample consisted of 30 Matthayomsuksa 3 students enrolled in the second semester of the 2024 academic year. The research instruments included: 1) eight units of the programmed instructional package in Social Studies using virtual reality technology combined with simulation games, 2) a learning achievement test, and 3) a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and t-test statistics.

The findings revealed that:

1) the developed instructional package achieved an efficiency (E1/E2) of 83.94/88.83, which exceeded the established criterion of 80/80

2) students’ post-test learning achievement scores were significantly higher than their pre-test scores at the .05 level of statistical significance

3) students’ overall satisfaction with the instructional package was at a high level ( = 4.17, S.D. = 0.85). The results indicate that integrating virtual reality technology with simulation games into Social Studies instruction effectively enhances students’ learning achievement and motivation. This instructional innovation can serve as an effective approach for promoting active learning and developing essential competencies required for learners in the 21^st century.

Development of a Curriculum to Enhance Wisdom and Morality Based on Thai and International Buddhist Principles

Nites Sanannaree — Tue, 23 Jun 2026 00:00:00 +0700

The objectives of this research were to: 1) investigate the current conditions, problems, and needs for developing a curriculum that enhances wisdom and morality based on Thai and international Buddhist principles; 2) examine the components of such a curriculum; and 3) propose policy guidelines for its development. This study employed a mixed-methods research design. Quantitative data were collected from 350 participants, including administrators, lecturers, students, alumni, and graduate employers, using a questionnaire. Data were analyzed using frequency, percentage, mean, and standard deviation. Qualitative data were obtained through document analysis, in-depth interviews with 25 key informants, and focus group discussions with 20 experts. The qualitative data were analyzed using content analysis.

The findings revealed that:

1) the current state of curriculum development for enhancing wisdom and morality based on Thai and international Buddhist principles was at a high level overall ( = 4.38). Major problems included insufficient budget support for learning media and educational innovation development, as well as inadequate information technology infrastructure and equipment. The overall need for curriculum development was at the highest level ( = 4.54), particularly regarding the integration of morality, ethics, and Buddhist principles into all courses.

2) The curriculum development framework consisted of six key components: curriculum design, instructors, learning management, resources and learning environment, assessment and evaluation, and graduate characteristics.

3) Policy recommendations emphasized the enhancement of competency-based curricula, the development of instructors as wisdom coaches, the promotion of active and digital learning, the creation of supportive learning ecosystems, authentic assessment practices, and the cultivation of graduates with global competencies and moral integrity.

The study generated a new body of knowledge in the form of the WISDOM Model, comprising six components: Wellness & Wisdom, Innovative Ecosystem, Skill & Competency-Based Learning, Digital Platform, Outcome-Driven Assessment, and Mindful Facilitators. This model provides a framework for developing Buddhist curricula that integrate wisdom, morality, and digital innovation to produce high-quality graduates capable of living and working sustainably in a global society.

Study on Culture Connotations of Chinese Idiomatic Phrase

Janya Dulyala, Waralak Sae-Ueng, Uraiwan Sae-Wong — Mon, 29 Jun 2026 00:00:00 +0700

This research aims to investigate the cultural meanings, concepts, and values reflected in Chinese idiomatic expressions (惯用语) used in daily life. The study adopts the theoretical framework of Cultural Linguistics proposed by Farzad Sharifian (2011, 2017), which explains that language serves as a repository of cultural conceptualizations. The data consist of 300 Chinese idiomatic expressions, purposively selected from 1001 Chinese Idioms, Proverbs, and Slang, and analyzed through two dimensions of Cultural Linguistics: Cultural Conceptualization and Cultural Schema.The findings reveal that Chinese idiomatic expressions reflect eight domains of cultural conceptualization: imagery, interpersonal relationships, food culture, perseverance, wisdom, fate, morality and character, and physical and emotional experience. These domains are associated with five groups of cultural schemas: the schema of relationships and imagery, the schema of prudence and life wisdom, the schema of personal traits and abilities, the schema of situations and conditions, and the schema of methods and actions.

The study demonstrates that Chinese idiomatic expressions used in everyday life are not merely linguistic units but profound reflections of Chinese cognitive structures, values, and worldviews. The findings can be applied to Chinese language teaching and intercultural communication, enhancing learners’ cultural understanding and communicative competence.

Development and Validation of an Intellectual and Knowledge Strengths Enhancement Program for Students of the College of Dramatic Arts, Bunditpatanasilpa Institute

Nutta Ragumpol — Tue, 30 Jun 2026 00:00:00 +0700

This research aimed to (1) develop an Intellectual and Knowledge Strengths Enhancement Program for students of the College of Dramatic Arts, Bunditpatanasilpa Institute, and (2) examine the quality of the developed program. The study employed a Research and Development (R&D) approach conducted in two phases. Phase 1 involved the development of the program through an extensive review and synthesis of related literature, concepts, theories, and previous studies. The program was designed based on Peterson and Seligman's Intellectual and Knowledge Strengths framework integrated with Kolb's Experiential Learning Theory. Phase 2 focused on validating the quality of the developed program through evaluation by three experts. The research instruments

consisted of the Intellectual and Knowledge Strengths Enhancement Program and a program evaluation form. Data were analyzed using the Index of Item–Objective Congruence (IOC).

The findings revealed that the developed program consisted of six major components: (1) rationale, (2) objectives, (3) learning contents covering five dimensions of intellectual and knowledge strengths creativity, curiosity, judgment, love of learning, and perspective, (4) experiential learning activities based on Kolb's learning cycle, (5) instructional media and learning resources, and (6) assessment and evaluation procedures. The quality evaluation demonstrated that all components achieved an IOC value of 1.00, indicating excellent content validity and appropriateness. The experts agreed that the program was highly applicable for enhancing students' intellectual and knowledge strengths and could serve as an effective model for developing learners' competencies in higher education institutions specializing in arts and culture.

Causal Factors Influencing Teachers’ Loan Guarantee Decisions: A Case Study of Basic Education Teachers in Khon Kaen Province

Ghunpisit Sidteneetanacok — Thu, 02 Jul 2026 00:00:00 +0700

This quantitative cross-sectional research investigated causal factors influencing loan guarantee decisions among teachers in basic education institutions in Khon Kaen province. Data was collected by questionnaire from 399 participants chosen by convenience sampling. The research framework was based on the theory of planned behavior, prospect theory, social capital theory, and financial literacy theory. Data was analyzed by descriptive and inferential statistics, including linear and logistic regression, one-way analysis of variance (ANOVA) and moderator effect analysis.

Results were that a moderate number (39.6%) of teachers had overall intentions to guarantee loans (M = 2.415, S.D. = 1.065). Participants classified by financial experience showed significant differences (p < 0.001, = 0.157). The most influential factor was the relationship with loan applicants ( β = 0.24, p < 0.001), followed by financial understanding ( β = 0.19, p < 0.01) and personal financial status ( β = 0.16, p < 0.05). Financial experience groups served as important moderator variables, with each showing different influential factors affecting decisions.

These findings suggesting that loan guarantee decisions are complex and influenced by multidimensional factors may help develop financial literacy programs, decision support systems, and policies to prevent problems arising from loan guarantees among teachers.

A Study of the Components of Integrative Leadership of School Administrators

Panomrak Chotsuchaisitthikul, Wanphen Nanthasri, Apisit Somsrisuk — Tue, 30 Jun 2026 00:00:00 +0700

This study aimed to examine the components of integrative leadership among school administrators using a mixed-methods research design. The study was conducted in two phases. The first phase employed qualitative research through the synthesis of concepts, academic literature, and related studies from ten selected sources. The second phase employed quantitative research to evaluate the appropriateness of the synthesized components by five experts. The research instruments consisted of a document

synthesis form and a five-point Likert rating scale questionnaire. The questionnaire was validated for content validity by experts, yielding acceptable Index of Item-Objective Congruence (IOC) values. Data were analyzed using frequency, percentage, mean, and standard deviation.

The findings revealed that integrative leadership among school administrators comprises four essential components: (1) teamwork, (2) creativity, (3) emotional intelligence, and (4) achievement orientation. All components were rated at the highest level of appropriateness, indicating that they provide an appropriate conceptual framework for developing school administrators' leadership competencies. The findings may also serve as a foundation for enhancing educational administration and improving the quality and effectiveness of educational management in schools

Academic Collaboration Network Structures and Knowledge Inequality in Waste Management Research for Sustainable Development: A Scientific Network Analysis from the Scopus Database (2015–2025)

Tanyapath Chotraveekiat, Samanan Rattanasirivilai, Bundit Pungnirund — Tue, 30 Jun 2026 00:00:00 +0700

This article aims to analyze the structure of academic collaboration networks and the inequality in the distribution of knowledge related to waste management for sustainable development. The study applies bibliometric analysis in combination with scientific network analysis using a collaboration-network dataset derived from publications on sustainable waste management indexed in the Scopus database. The analysis focuses on the roles of countries, institutions, and research groups that function as central actors within the knowledge network, as well as identifying research areas that remain underexplored.

The findings reveal that the knowledge network is highly concentrated among countries with strong scientific and technological capabilities, while developing countries continue to play limited roles as secondary research collaborators. In addition, issues related to community participation, rural waste management, and human behavioral dimensions remain relatively underrepresented compared with studies focusing on technological innovation and the circular economy. The results highlight the necessity of developing more inclusive collaboration networks and reducing inequalities in access to knowledge in order to support policymaking and the development of waste management systems that are more closely aligned with local sustainable development contexts.

The Study of Digital Leadership Components of School Administrators

Sittipong Promnoi, Boonmee Korboon, Akkaluck Pheasa — Tue, 30 Jun 2026 00:00:00 +0700

This research aimed to investigate the components of digital leadership among school administrators. The study was conducted in two phases. The first phase involved synthesizing the components of digital leadership from ten sources, including academic documents, theoretical frameworks, and related research studies. Components cited with a frequency of at least 50 percent were selected for inclusion. The second phase involved evaluating the appropriateness of the synthesized components by five purposively selected experts. The research instruments consisted of a document synthesis form and a five-point Likert-scale evaluation questionnaire. Data were analyzed using frequency, percentage, mean, and standard deviation.

The findings revealed that digital leadership of school administrators comprises four major components: (1) Digital Vision, (2) Digital Networking, (3) Digital Competency, and (4) Digital Literacy. All four components met the established synthesis criteria and were evaluated by the experts as being appropriate at the highest level ( = 5.00, S.D. = 0.00). These findings indicate that digital leadership is a fundamental competency for school administrators in driving organizational change, integrating digital technologies into educational administration, fostering innovation in teaching and learning, and enhancing educational quality in response to digital transformation and the demands of twenty-first-century education. The synthesized framework can serve as a conceptual foundation for developing professional standards, leadership development programs, and competency assessment models for school administrators in the digital era.

The Development of Analytical and Critical Reading Skills in Literature and Learning Achievement using the SQ6R Technique Combined with Graphic Organizers for Mathayomsuksa 4 Students

Mekkhala Butsurin, Phairoth Termtachatipongsa, Jeeruttikoon Dawnwichankajorn — Tue, 30 Jun 2026 00:00:00 +0700

The purposes of this research were to: (1) develop Grade 10 students’ analytical and critical reading skills in Thai literature through the SQ6R technique integrated with graphic organizers so that the mean score would be no less than 70% of the total score and at least 70% of the students would meet the criterion; (2) compare students’

learning achievement after the implementation of the SQ6R technique integrated with graphic organizers with the criterion of 70% of the total score; and (3) investigate students’ opinions toward learning through the SQ6R technique integrated with graphic organizers. This study employed a pre-experimental research design using the One-Group Posttest-Only Design. The sample consisted of 34 Grade 10 students in Class 4/8 at Phadungnaree School during the second semester of the 2024 academic year, selected through cluster random sampling. The research instruments included: (1) lesson plans based on the SQ6R technique integrated with graphic organizers, (2) an analytical and critical reading skills test in Thai literature, (3) a learning achievement test, and (4) a questionnaire on students’ opinions toward the instructional approach. The statistics used for data analysis were percentage, mean, standard deviation, and the one-sample t-test.

The findings revealed that:

1) the students obtained a mean score of 26.44 out of 30 on the analytical and critical reading skills test, representing 88.13%, and all students (100%) achieved the criterion of 70% of the total score

2) the students’ post-learning achievement mean score was 25.03, which was significantly higher than the criterion of 70% of the total score at the .05 level;

3) the students’ overall opinions toward learning through the SQ6R technique integrated with graphic organizers were at the highest level ( = 4.80, SD = 0.01)

The Development of Analytical Reading Ability in Literature and Learning Achievement in Thai Language using MACRO Model Combined with Group Process for Mathayomsuksa 2 Students

Tue, 30 Jun 2026 00:00:00 +0700

The objectives of this research were to: 1) develop literary analytical reading skills using the MACRO model of instruction combined with group processes, with an average score of at least 70% of the total score and at least 70% of all students meeting the criteria; 2) compare learning achievement after instruction using the MACRO model

combined with group processes against the criterion of 70% of the total score; and 3) study student satisfaction with instruction using the MACRO model combined with group processes. The sample consisted of 34 students from Mathayomsuksa 2/15 at Phadungnaree School, selected using cluster random sampling. The research instruments used were 1) experimental instruments, including lesson plans using the MACRO model of instruction combined with group processes, and 2) data collection instruments, including 1) a test to measure literary analytical reading skills, 2) an academic

achievement test, and 3) a student satisfaction questionnaire regarding instruction using the MACRO model combined with group processes. The statistics used to analyze the data were percentages, means, standard deviations, and t-tests (one-sample t-test).

The research findings were:

1) After learning using the MACRO model combined with group processes, students had an average score of 25.56 out of a total score of 30 on their ability to analyze literary works, which is 85.20%. There were 34 students who met the criteria of 70% of the total score, representing 100%.

2) The average post-learning achievement score for students was 25.50, which is significantly higher than the established criteria of 70% of the total score (p < .05)

3) Students were satisfied with the MACRO model combined with group processes, with overall satisfaction being very high ( = 4.73, S.D. = 0.05)

Based on the results of this research, it can be concluded that using the MACRO model of learning combined with group processes can develop students' analytical reading abilities in literature, enabling them to analyze the significance, relationships, and principles of what they read, and leading to higher learning achievement than the

established standard

Developing Critical Thinking Ability and Learning Achievement in Thai Language Using Organizing Learning According to the 4 MAT Combined with Mutimedia for Mathayomsuksa 4 Students

Panita Artsunthon, Phairoth Termtachatipongsa — Tue, 30 Jun 2026 00:00:00 +0700

The objectives of this research were: 1) develop critical thinking ability using the 4 MAT learning model combined with multimedia, with an average score of at least 70% of the total score and at least 70% of all students meeting the criteria; 2) compare Thai language learning achievement after using the 4 MAT learning model combined with multimedia to the criterion of 85% of the total score; and 3) study the opinions of 10th grade students regarding the 4 MAT learning model combined with multimedia.

The sample consisted of 34 students from 10th grade, 13 at Phadung Naree School, selected using cluster random sampling. The research instruments used were 1) experimental instruments, including 4 MAT lesson plans combined with multimedia; and 2) data collection instruments, including 1) a critical thinking skills test, 2) an achievement test, and 3) a student opinion questionnaire. The statistical methods used for data analysis were percentage, mean, standard deviation, and t-test for one sample.

The research findings were:

1) The average critical thinking ability score of students after learning using the 4MAT model combined with multimedia was 25.61 out of a total score of 30, which is equivalent to 85.36%. There were 34 students who met the criteria of 70% of the total score, representing 100%, which is higher than the established standard.

2) The average post-learning achievement score of students was 26.74 out of the total score, which is significantly higher than the established standard of 85% of the total score at the .05 level.

3) Students' overall opinions on learning using the 4 MAT model combined with multimedia were at the strongly agree level ( = 4.66, S.D. = 0.04)

The findings of this research conclude that the implementation of the 4 MAT learning management model integrated with multimedia effectively fosters the development of students' critical thinking ability. This approach enhances students' capacity for reasoned decision-making and problem-solving, consequently resulting in student learning achievement that surpasses the predetermined criterion.

The Development of Analytical Thinking Skills and Learning Achievement on the Topic of Laws and Daily Life through the 5 STEPs Learning Process for Grade 8 Students

Benjaporn Soma, Jiraporn Witcharapote, Veerapong Tiamvong — Tue, 30 Jun 2026 00:00:00 +0700

The purpose of the research was to develop student’s analytical thinking abilities and leaning achievement in social studies subject in topic law and daily life of grade 8 students after learning with 5 STEPs, student be able to have analytical thinking abilities and pass the criteria 70 percent passing and to study student’s satisfaction with 5 STEPs learning process activities. This research is Pre-Experimental Research with The One-Group Posttest Only Design. The sample consisted of 19 students of grade 8 at Kokklang

Nonkoon Nonsila school, Khon Kaen primary education service area 5 in first semester academic year 2025. The research instrument includes 1) 5 STEPs lesson plans 2) Analytical thinking abilities test 3) Learning achievement test 4) Student’s satisfaction questionnaire. The statical methods use for data analysis include by percentage, average, standard deviation and T – test

The research results were followed

1) Grade 8 students be able to analyze after learning with 5 STEPs learning process, student’s average is 24.63 and 82.10 percent, students be able to pass the criteria 70 percent passing.

2) Grade 8 student’s learning achievement after learning with 5 STEPs learning process student’s average is 24.84 and 82.80 percent, students be able to pass the criteria 70 percent passing.

3) Grade 8 student’s satisfaction with 5 STEPs learning process activities are the most appropriates, average is 4.73 and standard deviation is 0.63)

The Development of Problem-Solving Skills and Academic Achievement of Students in Grade 5 on Economics By Organizing Learning Using Problem-Based Learning (PBL)

Supasinee Saensanit, Jiraporn Witcharapote, Veerapong Tiamvong — Tue, 30 Jun 2026 00:00:00 +0700

The objectives of this research were: (1) to develop the problem-solving skills of Grade 5 students in the Economics strand through Problem-Based Learning (PBL) so that their problem-solving skills met the criterion of 70 percent of the total score; (2) to

enhance the students’ learning achievement in the Economics strand through PBL so that their achievement met the criterion of 70 percent of the total score; and (3) to examine the students’ satisfaction toward learning activities organized through PBL.

This study employed a quasi-experimental design using a one-group posttest-only design. The sample consisted of 12 Grade 5 students at Ban Nongphue Ratprasit School during the first semester of the 2025 academic year, selected through purposive sampling. The research instruments included eight PBL lesson plans (one hour per plan), a

problem-solving skill test, a learning achievement test, and a student satisfaction questionnaire. Data were analyzed using percentage, mean, and standard deviation.

The results revealed that:

1) the students’ mean posttest score on problem-solving skills was 24.83, representing 82.77 percent, which exceeded the criterion of 70 percent of the total score, and 100 percent of the students met the criterion

2) the students’ mean posttest score on learning achievement was 25.00,

representing 83.33 percent, which also exceeded the 70-percent criterion, with all students meeting the standard

3) the students’ overall satisfaction toward PBL learning activities was at the highest level (µ = 4.74, = 0.05).The findings indicated that theimplementation of Problem-Based Learning (PBL) effectively enhanced students’ problem-solving skills and learning achievement, and resulted in the highest level of student satisfaction toward the learning process

Guidelines for Development the Implementation of the Student Care and Support System in Schools Under Chaiyaphum Primary Educational Service Area Office 2

Anyarin Piyachaithanawong, Amnaj Chanawongse, Jiraporn Wicharapote — Tue, 30 Jun 2026 00:00:00 +0700

This research aimed to: (1) investigate the current conditions, desirable conditions, and priority needs of the implementation of the Student Care and Support System in schools under the Chaiyaphum Primary Educational Service Area Office 2, and (2) develop guidelines for improving the implementation of the Student Care and Support System. A mixed-methods research design was employed in two phases. Phase I was quantitative research involving 322 participants, comprising 35 school administrators and 287 teachers selected through proportionate stratified random sampling. Data were collected using a questionnaire and analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNImodified). Phase II employed qualitative research through in-depth interviews with six key informants selected from three best-practice schools. The proposed guidelines were subsequently evaluated for appropriateness and feasibility by eleven experts. Qualitative data were analyzed using content analysis.

The findings revealed that:

1) the overall current implementation of the Student Care and Support System was at a moderate level, whereas the desirable condition was at the highest level. The highest priority needs were promotion and development, followed by referral and student screening.

2) The proposed development guidelines consisted of five major components and thirty practical strategies, including individual student recognition, student screening, promotion and development, prevention and intervention, and referral. The evaluation results indicated that the overall appropriateness and feasibility of the proposed guidelines were at the highest level. These findings suggest that the developed guidelines can effectively support the improvement of the Student Care and Support System and can be practically implemented in accordance with the context of educational

institutions.

A Study of The Competency Components Happiness of Early Childhood Teachers in School

Nilawan Harakhot, Suphirun Jantarak, Apisit Somsrisuk — Tue, 30 Jun 2026 00:00:00 +0700

This research aimed to investigate the competency components of early childhood teachers in schools through documentary research and an evaluation of the appropriateness of the synthesized components. The study was conducted in two phases. Phase 1 involved synthesizing competency components from ten relevant documents, theories, and previous research studies. Phase 2 focused on evaluating the appropriateness of the identified competency components by five experts selected through purposive sampling. The research instruments consisted of a document

synthesis form and a five-point rating scale questionnaire. Data were analyzed using

frequency, percentage, mean, and standard deviation.

The findings revealed that the competency components of early childhood teachers comprised five dimensions: (1) professional development of early childhood teachers, (2) curriculum management and learning experience design, (3) promotion of early childhood development, (4) early childhood classroom management, and

(5) collaboration and partnerships with communities to support early childhood learning. Overall, all competency components were evaluated at the highest level of appropriateness (M = 4.98, SD = 0.36), indicating that the proposed framework comprehensively reflects the essential competencies required of early childhood teachers. The findings can serve as a practical framework for teacher professional development, educational policy

formulation, competency assessment, and the enhancement of early childhood education quality in accordance with the demands of the 21^st century

Needs Assessment of Teaching Management Skills Development in Digital Age of Teachers in Educational Opportunity Expansion Schools Under Sakon Nakhon Primary Educational Service Area Office 1

Pimchada Boonyarat, Apisit Somsrisuk, Wanphen Nunthasri — Tue, 30 Jun 2026 00:00:00 +0700

This research aimed to: (1) identify the components of digital-age teaching management skills among teachers in educational opportunity expansion schools; (2) investigate the current and desirable conditions of these skills; (3) assess priority needs for their development; and (4) propose guidelines for enhancing digital-age teaching management skills among teachers under the Sakon Nakhon Primary Educational Service Area Office 1. The study employed a four-phase research design comprising document synthesis, a survey of current and desirable conditions, a priority needs assessment using the Modified Priority Needs Index (PNImodified), and the development of practical guidelines. The sample consisted of 278 school administrators and teachers selected through multistage random sampling. Research instruments included a document

synthesis form, five-point rating-scale questionnaires, and a guideline evaluation form. Data were analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI_modified).

The findings revealed that:

1) digital-age teaching management skills consisted of five components: digital learning design, digital learning management, morality and professional ethics, the use of digital technology and learning innovation, and lifelong learning competency, all of which were rated at the highest level of appropriateness

2) the overall current condition was at a high level, whereas the desirable condition was at the highest level

3) the overall priority needs index was 0.333, with the highest priority assigned to the use of digital technology and learning innovation, followed by digital learning design and digital learning management

4) the proposed development guidelines focused on three key areas: digital technology and learning innovation, digital learning design, and digital learning management, all of which demonstrated the highest levels of appropriateness and

feasibility. These findings provide empirical evidence to support educational policy formulation and strategic planning for enhancing teachers' digital teaching competencies, ultimately improving the quality of learning management in the digital era.

A Study on the Components of Digital Leadership of School Administrators

Phaitoon Kotchomphu, Wanpen Nanthasee, Saphirun Jantharak — Tue, 30 Jun 2026 00:00:00 +0700

This study aimed to: (1) identify the components of digital leadership among school administrators and (2) evaluate the suitability of those components. The study employed a mixed-methods research design conducted in two phases. The first phase involved synthesizing digital leadership components from 14 related documents and research studies using content analysis. The second phase evaluated the suitability of the synthesized components through expert assessment by five purposively selected specialists. The research instruments consisted of a document synthesis form and a five-point rating scale questionnaire. Data were analyzed using content analysis, frequency, percentage, mean, and standard deviation.

The findings indicated that:

1) the digital leadership framework for school administrators comprised four components with twenty-four indicators, including Digital Vision (6 indicators), Digital Culture (5 indicators), Digital Communication (7 indicators), and Digital Learning (6 indicators); and (2) the experts evaluated the overall suitability of the proposed framework at the highest level ( = 4.67, S.D. = 0.51). These findings suggest that the synthesized framework is comprehensive and can serve as a practical guideline for developing digital leadership competencies among school administrators in contemporary educational settings.

A Study of the Components of Collaborative Leadership Among School Administrators

Witsarut Sriphoom, Wanphen Nanthasri, Pornthep Sathiannopkao — Tue, 30 Jun 2026 00:00:00 +0700

This research aimed to investigate the components of collaborative leadership among administrators of inclusive schools under the Sakon Nakhon Primary Educational Service Area Office 3. The study was conducted in three phases: (1) reviewing, analyzing, and synthesizing concepts, theories, and related studies from ten documentary sources through content analysis; (2) synthesizing the leadership components using a selection criterion of at least 50% frequency; and (3) evaluating the appropriateness of the

synthesized components by five experts. The research instruments consisted of a

document synthesis form and a five-point rating scale questionnaire. Data were analyzed using frequency, percentage, mean, and standard deviation.

The findings revealed that collaborative leadership among inclusive school administrators comprised five major components: (1) shared vision, (2) relationship building, (3) shared decision-making, (4) trust, and (5) organizational commitment. Overall, the appropriateness of the components was rated at a high to the highest level ( = 4.64, S.D. = 0.16). Among the components, shared decision-making obtained the highest mean score ( = 4.90, S.D. = 0.31), followed by shared vision ( = 4.88, S.D. = 0.33), organizational commitment ( = 4.85, S.D. = 0.37), trust ( = 4.35, S.D. = 0.59), and relationship building ( = 4.24, S.D. = 0.66), respectively. The findings indicate that these five components constitute the essential foundation of collaborative leadership and can serve as a practical framework for enhancing administrative effectiveness and improving the

quality of inclusive school management

Factors Influencing Lifelong Learning Among Retirees in Guangdong Province, People's Republic of China

Zhou Hong, Teerawat Monthaisong, Wacharapatr Techawattanasiridumrong — Tue, 30 Jun 2026 00:00:00 +0700

This study investigated the factors influencing lifelong learning among retirees in Guangdong Province, People’s Republic of China. The objectives were to: 1) examine the levels of factors influencing lifelong learning; 2) assess the level of lifelong learning; and 3) analyze the predictive power of those factors on lifelong learning. Data were collected from 384 retirees using a structured questionnaire and analyzed using mean (), standard deviation (S.D.), and stepwise multiple regression analysis.

The findings indicated that:

1) both the overall and sub-dimension levels of factors influencing lifelong learning were high, with the learner factor yielding the highest mean score

2) overall lifelong learning was likewise at a high level, with the attitude toward learning dimension scoring highest, while communication ability scored lowest

3) the learner ( β = 0.312), family ( β = 0.262), and institutional ( β = 0.238) factors together significantly predicted lifelong learning at the .01 level, jointly accounting for 68.00% of the variance (R² = 0.680). Based on these findings, the study proposes the G-L³ Model (Guangdong Lifelong Learning through Three-Pillar Synergy), which asserts that sustainable lifelong learning requires the integrated support of personal motivation, family engagement, and institutional facilitation to bridge the digital communication skills gap faced by retirees

Essence of Patisambhida Vibhañga in Lanna Version

Tue, 16 Jun 2026 00:00:00 +0700

The Patisambhida Vibhanga is one section of the Vibhanga in Abhidhamma Piaka that known as the “7 Abhidhamma Lanna Version”. Manuscript was iInscripted in CS 1228 / BE 2409 (159 years) by Kanthiya Rassa Bhikkhu. This ancient document serves as a testament to the local instructional legacy and traditional wisdom. The aims of study are to examines the literary characteristics of the manuscript, to elucidates the principal doctrinal themes contained therein, and finally to evaluates the intellectual and

cultural values derived from the text. Employing a documentary research methodology, the findings are as follows.

With regard to its compositional characteristics, this Lanna Abhidhamma manuscript represents a compilation of passages derived from the Abhidhamma Pitaka, the Abhidhamma tika, and the Anutika commentarial traditions. The text is composed in the Nissaya style, namely an interlinear exegetical translation method in which Pali lexical units are successively rendered and interpreted according to the literary and intellectual conventions of Lanna scholasticism.

Concerning the analysis of doctrinal content, the author commences with a formal prologue expressing reverential homage to the Triple Gem before proceeding to explicate the concept of Patisambhida analytical knowledge or discriminative insight which is classified into 4 categories: (1) Atthapatisambhida, analytical insight into meaning, denoting profound comprehension of content and significance, genuine understanding, and the cultivation of critical self-examination through reflective inquiry; (2) Dhammapatisambhida, analytical insight into doctrinal principles, referring to the capacity to discern essential themes and fundamental issues with precision and clarity; (3) Niruttipaisambhida, analytical insight into linguistic expression, namely mastery in the use and communication of language so as to convey meaning intelligibly and effectively to an audience; and

(4) Patibhanapatisambhida, analytical insight into eloquent ingenuity, referring to the ability to synthesize diverse bodies of knowledge, generate new understanding. Such wisdom applies itself aptly to the resolution of problems according to the exigencies of each occasion, and is furthermore capable of devising novel and creative inventions. Thereafter, let there be an exposition of commentator and citationof sub commentaros.

The principal value of this manuscript lies in its comprehensive preservation and exposition of doctrinal meaning in accordance with the traditional principle of “satthamsabyañjanam” that is, the complete preservation of both semantic content and linguistic formulation. The text thus maintains fidelity simultaneously to meaning (attha) and verbal expression (byañjana), achieving completeness in both doctrinal substance and philological precision.

Contemporary Patriotic Songs: An Analysis of Language in Constructing Cational Ideology

Sun, 21 Jun 2026 00:00:00 +0700

This academic article aims to examine language use in contemporary patriotic songs and analyze the role of language in constructing national ideology through social media. The study is based on documentary analysis and concepts of discourse, ideology, nationalism, and language studies. Five patriotic songs were selected for analysis: the Thai National Anthem, Sud Phandin, Ban Koet Mueang Non, Tuen Thoet Thai, and March Samakkhi Si Lao. The findings reveal that contemporary patriotic songs employ various linguistic strategies, including lexical selection, repetition, figurative language, and
persuasive speech acts, to reinforce nationalism, unity, and collective identity. These strategies encourage emotional engagement, patriotic consciousness, and commitment to national sovereignty. Furthermore, the dissemination of patriotic songs through social media has expanded the influence of nationalist discourse from state-controlled
communication to participatory digital platforms. Citizens actively reproduce and reinterpret national ideology through online interactions. Therefore, patriotic songs function not only as artistic expressions but also as cultural mechanisms that sustain national identity and ideological continuity in contemporary Thai society.

An Examination of the Four Foundations of Social Harmony in Temple-Community Interactions

PhraAthikanSreepanja Papatsaro — Tue, 30 Jun 2026 00:00:00 +0700

This study examines the role of Sangkhahavatthu 4 as a unifying ethical framework for temples and communities in contemporary Thai society. Historically, temples functioned as central institutions for education, healthcare, and conflict resolution, naturally embodying the principles of Dana (generosity), Piyavaca (kind speech),

Atthachariya (beneficial action), and Samanattata (impartiality). However, social change and globalization, together with internal challenges such as weak governance and reputational issues among some monks, have weakened this relationship, shifting it from faith-based engagement toward transactional interaction.

The findings demonstrate that Sangkhahavatthu 4 remains a relevant and effective framework for addressing these challenges. When applied in contemporary forms-such as Dana through modern social welfare, Piyavaca via transparent digital

communication, and Atthachariya through accountable governance and community

development temples can transform from ritual-centered spaces into trusted institutions supporting both social and spiritual well-being. Evidence from model temples adopting these principles confirms their practicality as a management philosophy capable of rebuilding sustainable and meaningful temple–community relationships

The Liability for Torts Committed by Another Person, Specifically in the Case of the Principal's Liability Arising from the Tortious Act of the Agent

Naruephol Mainthaisong, Tidarat Cheenapate, Thongpoon Siritho, Chamnong Romyen — Tue, 30 Jun 2026 00:00:00 +0700

This academic article aims to study tort liability between the principal and agent under the Civil and Commercial Code, Book 3, Specific Contracts, Title 15, Agency. The agency contract arises from the intention of one person, known as the agent, who is authorized to act on behalf of another person, known as the principal. This agreement may be expressed explicitly or implicitly, as provided in Section 797. It may also arise from legal effects, such as necessary or emergency agency under Section 802, undisclosed agency under Section 806, and secret agency under Section 821, as well as ratifying actions beyond the agent's authority or outside the scope of the agency under Section 823. When the agent acts within the scope of authority, the principal is bound to be
liable for all the actions taken by the agent within that scope, both for contractual liability under the agency agreement and tort liability under Sections 420, 820, and 427, as the case may be. Regarding tort liability for actions taken by the agent within the scope of authority, the agent is personally liable to the third-party victim, and the principal must share the responsibility for that action with the victim. If the principal has paid compensation to the third-party victim, the principal has the right to seek reimbursement from the agent for the amount paid to the third party. The Civil and Commercial Code provides that the provisions regarding the tort liability of employers and employees under Sections 425, 426, and Section 427 may apply analogously.

Methodology for Teaching Thai Literature in the New Normal Era

Tue, 30 Jun 2026 00:00:00 +0700

This academic article aims to synthesize concepts and propose an instructional methodology for teaching Thai literature in the New Normal era. The study is based on documentary analysis of relevant theories, concepts, and research from both Thai and international sources to develop a contemporary instructional framework that responds to technological advancement and changing learner characteristics. The synthesis indicates that Thai literature instruction should move beyond traditional knowledge transmission toward learner-centered instructional design that integrates literary content, pedagogy, and digital technology. Effective instruction should incorporate contemporary
educational approaches, including Active Learning, Blended Learning, the Technological Pedagogical Content Knowledge (TPACK) framework, and Universal Design for Learning (UDL), while promoting analytical thinking, literary interpretation, creativity, collaborative learning, and responsible digital literacy. Teachers are encouraged to create participatory learning environments where learners actively exchange ideas, critically engage with
literary texts, and connect literary values with contemporary social contexts and real-life experiences. Such an approach not only enhances learners' competencies required for the twenty-first century but also contributes to the preservation and sustainable transmission of Thailand's literary and cultural heritage through innovative and
meaningful learning experiences.

The Middle Way and the Sufficiency Economy in Relation to Lifestyle Minimalism : A Way Out of Consumerism

Phrakhru Wijathammarat, Phrakru Sudhisarabandhit, Phrakhru Suttipunyopat — Tue, 30 Jun 2026 00:00:00 +0700

This academic article, “The Middle Way and the Sufficiency Economy in Relation to Lifestyle Minimalism: A Way Out of Consumerism,” aims to examine the concept of Lifestyle Minimalism through the philosophical perspectives of the Buddhist Middle Way and the Sufficiency Economy Philosophy as an alternative to consumerism in
contemporary society. The study employs documentary analysis and conceptual
synthesis based on Buddhist teachings, the Sufficiency Economy Philosophy, and relevant academic literature. The analysis reveals that consumerism has become a major cause of household debt, psychological stress, social inequality, and environmental
degradation. In contrast, the principles of the Middle Way and the Sufficiency Economy Philosophy closely align with Lifestyle Minimalism by emphasizing moderation,
reasonableness, self-discipline, and resilience. The integration of these three concepts can be applied at the individual, family, organizational, and societal levels to enhance quality of life, promote responsible consumption, and support sustainable development. Furthermore, this article proposes the Sufficiency–Minimalism Integration Model (SMIM) as a conceptual framework for designing a simple, sufficient, and sustainable way of life that strengthens resilience against consumerism while fostering long-term social,
economic, and environmental well-being.

Buddhist Doctrines and Social Change in Modern Society: A Political Analysis

Phrakrupiyasumathaporn (Vareebor), PhraAeknarin Kemagamo (Sribun) — Tue, 30 Jun 2026 00:00:00 +0700

This academic article aims to analyze and synthesize the Buddhist doctrine of the Three Characteristics (Tilakkhaa) Anicca (impermanence), Dukkha (suffering), and Anatt (non-self) into a political analytical framework for explaining social transformation in modern society. The study employs documentary analysis and conceptual synthesis by integrating Buddhist philosophy with contemporary political science. The findings indicate that the Three Characteristics provide a systematic framework for understanding political and social dynamics. Anicca explains the continuous transformation of political institutions and governance structures; Dukkha highlights structural tensions, inequality, and systemic vulnerability; while Anatt explains the diffusion of power and the social construction of political identities within networked societies. Based on these findings, the study proposes the Tri-Lakkhana Political Model (TPM Model), consisting of five interrelated components: (1) Structural Dynamics (Anicca), (2) Systemic Tension (Dukkha), (3) Power Diffusion (Anatt), (4) Ethical Political Governance, and (5) Sustainable Political Society. The model integrates Buddhist philosophy with contemporary political theories and extends the role of the Three Characteristics beyond ethical teachings toward a comprehensive analytical framework for political science. It also provides practical
implications for public policy analysis, institutional development, and conflict transformation in contemporary societies

Biase 4 and the Political Participation Behavior of Citizens

Tue, 30 Jun 2026 00:00:00 +0700

This academic article aims to examine the influence of the Four Biases (Agati 4) Chandgati (bias arising from desire), Dosgati (bias arising from hatred), Mohgati (bias arising from delusion), and Bhaygati (bias arising from fear) on citizens’ political participation behavior and to synthesize these concepts into a Buddhist political framework for explaining the internal dimensions of political perception, judgment, and decision-making. The study employs a qualitative approach through documentary research and conceptual synthesis, integrating Buddhist doctrines with contemporary political science theories.

The findings indicate that political participation is not determined solely by rational considerations but is also shaped by emotions, beliefs, and internal biases. These biases influence political information processing, interpretation, decision-making, and political behavior, leading to phenomena such as partisan preferences, political polarization, selective exposure to information, and avoidance of political participation due to fear. The study proposes the Buddhist Political Participation Framework (BPP Framework) as a new conceptual model that complements conventional theories of political participation by incorporating the psychological and ethical dimensions of political behavior.

The framework emphasizes the integration of institutional development with the cultivation of citizens’ moral consciousness, mindfulness, and wisdom, thereby fostering rational, unbiased, and responsible political participation, which ultimately contributes to the development of a sustainable democratic society.