The Learning Environment Administration based on Trisikkha of Schools in Bansong Network under Surat Thani Primary Educational Service Area Office 3

Abstract

            This research article aims: 1) To study the learning environment of schools in the Ban Song Network under the Surat Thani Primary Educational Service Area Office 3 2) To study guidelines for managing the learning environment based on Trisikkha principles of schools in Bansong Network under Surat Thani Primary Educational Service Area Office 3 3) To propose and evaluate guidelines for managing the learning environment based on Trisikkha principles of schools in Bansong Network under Surat Thani Primary Educational Service Area Office 2. A qualitative research methodology was employed. Data were collected by using in-depth interviews and through in-depth interviews with 15 key stakeholders and 5 experts who provided specialized insights, as well as focus group discussions involving 7 scholars. The collected data were analyzed inductively and the results of the focus group discussions were systematically evaluated.

            The research results were found as follows:- 1) The findings on the learning environment of schools in the Ban Song Network organize learning environments that take individual differences into account, providing learners with opportunities to participate in setting learning goals and to engage in self-directed learning through a variety of activities. The instructional approach emphasizes analytical thinking, problem-solving, and hands-on practice. Teachers serve as supporters and facilitators, offering continuous feedback, while classrooms, learning media, resources, and technology are arranged to support effective learning. In addition, learning is integrated with the community to promote learners’ holistic development. However, there are still limitations, including some students’ lack of self-directed learning skills, wide differences among learners, heavy teacher workloads, and constraints related to time, resources, facilities, technology, and budgets, as well as teachers’ instructional skills and the lack of continuity in community collaboration. These factors hinder the achievement of the expected learning outcomes. 2) The management of the learning environment in Bansong Network follows five administrative steps: (1) planning, (2) organizing, (3) staffing, (4) implementation, and (5) monitoring and evaluation. These steps are integrated with the principles of the Threefold Training. Sīla (moral discipline) focuses on training and regulating behavior through disciplined, transparent work practices and strict adherence to roles, responsibilities, and procedures. Samādhi (concentration) emphasizes cultivating focused and stable thinking through careful analysis of learners’ needs, community context, and available resources, enabling clear, appropriate, and practical goal setting and development directions. Paññā (wisdom) involves creating knowledge through data synthesis to design comprehensive development plans, make informed decisions, analyze suitability, and promote collaborative learning. 3) The presentation and evaluation of the learning environment administration based on Trisikkha of school in Bansong network under Surat Thani Primary Educational Service Area Office 3 revealed that experts considered the guidelines to be appropriate, feasible, and beneficial.