Curriculum Development in Psychology Based on Local Context and Monastic Institutional Identity: An Academic Analysis from Mahachulalongkornrajavidyalaya University, Pattani Buddhist College

Abstract

This academic article aims to analyze the development of a psychology curriculum based on local context and the identity of a monastic higher education institution, using Mahachulalongkornrajavidyalaya University, Pattani Buddhist College, as a case study. The study employs documentary analysis and theoretical frameworks from curriculum development, psychology, and Buddhist psychology. The findings indicate that curriculum development in the context of Thailand’s southern border provinces must take into account cultural and religious diversity as well as the socially sensitive conditions of the area, while also reflecting the monastic institutional identity that emphasizes moral development, ethical values, and social engagement. An appropriate psychology curriculum should integrate modern psychological knowledge with Buddhist psychology and emphasize experiential learning and community-based services. This approach enhances students’ capacity to apply psychological knowledge to promote mental well-being, foster peaceful coexistence in a multicultural society, and contribute to sustainable peacebuilding. The article argues that curriculum development grounded in local context and monastic institutional identity can enhance graduate quality and strengthen the role of higher education institutions in social development within the southern border provinces.