Journal of Buddhist Educational Innovation

DEVELOPING CREATIVE ACTIVITIES TO STRENGTHEN IMMUNITY AGAINST DRUG AND VICE PROBLEMS FOR ELEMENTARY SCHOOL STUDENTS UNDER THE DRUG AND VICE-FREE SCHOOL PROJECT

Panoopong Thongsee — 2025-12-02

The objectives of this research were to 1) study examine the satisfaction of primary school students with creative activities designed to foster resilience against drug abuse and vices under the White School Project: A Drug- and Vice - Free Institution at Ban Khamsamo School (Srisuksa), and 2) study investigate students’ opinions toward drugs and vices after participating in these creative activities within the same project. The research employed a survey design. The target group consisted of 35 students from Grade 1 to Grade 6 at Ban Khamsamo School (Srisuksa), Khueang Nai District, Ubon Ratchathani Province, during the academic year 2024. The research instruments included a satisfaction assessment form and an opinion questionnaire, which yielded a reliability coefficient of 0.87. The data were analyzed using basic statistics, namely mean, standard deviation, and content analysis.

The research results were found as follows;

1) The students’ satisfaction with the creative activities for building resilience against drug abuse and vices under the White School Project was at a very high level.

2) The students’ opinions toward drugs and vices after participating in the activities were at a highly agreeable level.

THE CONCEPT OF JUSTICE IN THE POLITICAL PHILOSOPHY OF PLATO AND ARISTOTLE : AN ANALYTICAL COMPARISON

Weerachai Yossothorn — 2025-12-02

The objectives of this research were to 1) analyze the concept of justice in Plato’s political philosophy, 2) analyze the concept of justice in Aristotle’s political philosophy, 3) compare and synthesize the similarities and differences between Plato’s and Aristotle’s notions of justice, and 4) propose an interpretive framework for understanding justice in the context of contemporary political philosophy, based on a comparative study of both philosophers’ ideas. The study employed a qualitative research methodology, utilizing content analysis and analytical comparison. Primary sources included the original works of Plato and Aristotle, along with relevant academic literature and research.

The research results were found as follows;

1) Plato's concept of justice was idealistic, emphasizing a well-ordered society in which each individual performs their appropriate role.

2) Aristotle presented a more practical approach, distinguishing justice into distributive and corrective forms, with a focus on moral relationships and the suitability of actions according to individual status.

3) The comparative analysis highlighted a foundational contrast between idealism and empiricism.

4) This contrast provided a valuable perspective for understanding justice in contemporary political philosophy, especially in light of modern social complexities and the plurality of values.

ACTIVE LEARNING MANAGEMENT USING COMMUNITY - BASED APPROACHES ACCORDING TO THE QUALITY CYCLE UNDER THE EDUCATION SANDBOX: A CASE STUDY OF WAT BURAPA PITTAYARAM SCHOOL, CHANTHABURI PROVINCE

Ratchaniwan Udompong — 2025-12-02

The purpose of this article was to present and analyze the process of community - based approaches management, guided by the Deming Cycle (PDCA) within the framework of Thailand's Educational Sandbox initiative. It featured a case study of Wat Burapa Pittayaram School in Chanthaburi Province, an opportunity - expansion school that has successfully fostered strong collaboration with its local community. The school has systematically applied the PDCA quality cycle to design and implement an active learning framework that is intrinsically linked to the local context. The process was structured as follows Designing curriculum courses that are deeply connected to the local environment and wisdom (Plan), Implementing community-based approaches activities where students engage directly with real-world situations (Do), Evaluating learning outcomes through diverse and authentic assessment methods (Check), and Continuously refining the courses and improving learning activity plans based on evaluation feedback (Act). The implementation of this model has yielded significant positive outcomes. Learners have demonstrated marked development in 21^st century skills, and the community has become a robust and active partner in educational management, which directly aligns with the foundational objectives of the Educational Sandbox initiative. This article, therefore, highlights the success of integrating active learning principles with local wisdom through a systematic quality cycle. It posits this approach as a replicable best practice for other educational institutions seeking to innovate within the Educational Sandbox and beyond.

ETHICAL LEADERSHIP AND LESSONS FOR EDUCATIONAL MANAGEMENT EXCELLENCE: A CASE STUDY OF THE SPECIAL EDUCATION CENTER IN TRAT PROVINCE

Chinnachat Roungjuy — 2025-12-02

The purpose of this article was to present and analyze ethical leadership and derive lessons contributing to educational excellence in the administration of the Special Education Center, Trat Province. The study focused on three primary objectives: (1) promoting ethical leadership among administrators based on honesty, fairness, and responsibility in educational management; (2) enhancing the quality and efficiency of educational administration to ensure transparency, systematic operation, and responsiveness to the needs of students and parents; and (3) developing exemplary best practices in moral - based management that can be extended toward long-term sustainability.Through an analysis of relevant documents, theoretical frameworks, and research studies, findings revealed that ethical leadership is a key determinant of excellence in educational administration. Administrators who demonstrate integrity, transparency, and accountability foster trust, satisfaction, and motivation among teachers, staff, and parents. Moreover, the application of the Systems Approach Theory to educational management ensures a clear, verifiable, and continuously improving process.Lessons learned from the Special Education Center in Trat highlight that integrating ethical leadership with systematic management not only elevates educational quality but also establishes a replicable model for other special education centers nationwide. Such integration represented a significant step toward advancing the quality and sustainability of Thailand’s education system in the 21^st century.

THE BRIDGE OF LOVING-KINDNESS: A SOFT POWER STRATEGY GUIDED BY BUDDHIST PRINCIPLES FOR FOSTERING COOPERATION AND SOLVING TEACHER SHORTAGES IN SMALL SCHOOLS

Chatchai Jeerewatwong — 2025-12-02

The purpose of this article was to synthesize soft power management strategies based on Buddhist principles to address the teacher shortage problem in small schools in Thailand. This paper integrated Joseph Nye's soft power concept with social capital theory, participatory leadership, and Buddhist principles such as the Four Sanghavatthu and the Four Brahmaviharas. The synthesis identified four soft power components, totaling 17 elements, covering social skills, communication, collaboration, education, innovation, vision, values, and culture. This article presented the 'bridge of cooperation' concept and its application to build strong partnerships between schools and communities, leading to the attraction, retention, and development of teachers and the sustainable enhancement of student learning potential. This strategy would foster trust, transparent communication, and shared values, leading to a sustainable solution to the teacher shortage problem and the enhancement of the quality of education in small schools.

THE BUDDHIST PATH TO OVERCOMING OBSTACLES: A CASE STUDY OF THE BUDDHAJAYAMAṄGALA GĀTHĀ (THE PHAHUNG CHANT)

wachira Yusoontorn — 2025-12-02

The purpose of this article was to analyze the path to overcoming obstacles according to Buddhist principles through a study of the Buddhajayamaṅgala Gāthā (the Phahung chant), a set of verses compiling the Buddha's eight auspicious victories. The study found that each victory was achieved not through force, but by overcoming challenges with virtues specific to each situation. The analysis revealed that the Buddha employed eight key principles as a path to confront different symbolic obstacles: 1) Perfections (Pāramī) to overcome life's adversities (Māra), 2) Patience (Khanti) to overcome a cruel being (Yakkha), 3) Loving - kindness (Mettā) to subdue physical violence (Elephant), 4) Wisdom (Paññā) to overcome a misguided person (Bandit), 5) Concentration (Samādhi) to overcome slander (Woman), 6) Liberating Wisdom (Vimutti - ñāṇa) to overcome one attached to his own views (Ascetic), 7) Faith accompanied by wisdom (Saddhā) to overcome one infatuated with psychic powers (Nāga), and 8) Right View (Sammā - diṭṭhi) to overcome one with wrong views (Brahmā). These approaches demonstrated that true victory over obstacles begins with cultivating internal virtues, transforming problems into wisdom, and leading to sustainable personal development in accordance with Buddhist principles.

POSITIVE PSYCHOLOGY: LEARNING LEADERSHIP IN THE DIGITAL ERA

Sutthinan Meechumnan — 2025-12-02

The purpose of this article was to present and analyze the rapidly evolving digital era, wherein technology not only permeates daily life but also exerts a profound influence on the processes of learning, work, and overall human existence. Against this backdrop, the concept of 'Positive Psychology' a psychological branch moving beyond mere remediation to focus on the cultivation of human potential, happiness, and holistic well-being has garnered widespread attention, particularly regarding learning and leadership development. This article, therefore, aimed to analyze the role of the 'learning leader' in the digital age through the lens of positive psychology. The focus was placed on the application of digital technology to foster learning, enhance knowledge management, and cultivate a sustainable learning culture. Modern leaders must possess attributes, skills, and a vision congruent with the 21^st century, including adaptability, systems thinking, and the ability to foster intrinsic motivation. This article proposed strategies for integrating positive psychology with digital leadership to cultivate proactive leaders capable of driving effective and sustainable change within the modern global context.

APPROACHES TO APPLYING THE KAHOOT! PROGRAM BY FACILITATORS IN THE DIGITAL ERA

Tawatchai Bootngam — 2025-12-02

The purpose of this article was to present an approach to applying the Kahoot! platform to enhance participatory learning in cultural lectures. It emphasize shifting the role of cultural facilitators from traditional one - way transmitters of knowledge to designers of interactive learning processes suitable for learners in the digital era (2000 - present), whose behaviors are rapidly evolving in terms of interests, technological engagement, and demand for interactivity. Kahoot! serves as a digital tool that promotes learner participation and can be integrated before, during, and after lectures to stimulate interest, assess understanding, and review content in an enjoyable, game-based format that motivates learners. Drawing on relevant theories and practical insights, the author proposed the K - CIR Model, comprising four components: Knowledge Activation, Cultural Content Design, Interactive Engagement, and Reflective Assessment. This conceptual framework offered a systematic method for fostering meaningful and engaging cultural learning experiences across diverse contexts.

The findings suggested that applying Kahoot! in cultural education not only increases learner engagement but also supports facilitators in adopting interactive methods and strengthening their digital literacy. This article contributed to the development of instructional strategies by integrating digital tools with cultural content, highlighting the potential of Kahoot! to promote cultural awareness, learner motivation, and educational innovation in the contemporary era.

LEARNING ECOSYSTEM WITHIN SCHOOLS TO FOSTER STUDENTS' GROWTH MINDSET

Patcharat Jarasrattanaswet — 2025-12-02

The purpose of this article was to study and analyze the learning ecosystem within educational institutions, focusing on the elements that influence the development of a growth mindset among 21^st century learners. It also proposes approaches for designing and fostering learning environments that encourage positive attitudes toward learning. A learning ecosystem was conceptualized as an interconnected structure that integrated learners, learning resources, processes, technologies, and educational environments to promote participatory, flexible, and continuous learning with learners at the center. The growth mindset refered to the belief that individuals’ abilities can be developed through effort, learning from mistakes, and openness to constructive feedback. Such a mindset was considered an essential competency enabling learners to effectively confront challenges and adapt to rapidly changing contexts. The proposed designed of a school - based learning ecosystem to foster growth mindset encompasses teacher development and evolving teacher roles, participatory learning, safe and supportive environments, positive feedback, technology integration, and the cultivation of a learning culture. The analysis revealed that promoting learners’ growth mindset requires a holistic and interconnected learning ecosystem that supports proactive learning, thereby enabling continuous development and equipping learners to face the challenges of the future with resilience.

MONKS AND MORAL EDUCATION IN THAI SOCIETY

Phrabaidika Thanason Teerathammo (Thongcheng) — 2025-12-02

The purpose of this article was to study the role of Buddhist monks as a source of ethical and moral education in Thai society. The discussion emphasized the monastic mission as both transmitters of Buddhist doctrines and exemplar of moral conduct for people across all age groups. Monks were recognized as spiritual leaders who have long exerted significant influence on the values and behaviors of Thai society. Historically, the monastic community functioned as the center of education through religious activities such as preaching, moral instruction, and public service, which collectively reinforced and perpetuated ethical values. This article also addressed the ongoing adaptation of monastic learning to contemporary social contexts, ensuring that moral education becomes more diverse, relevant, and accessible. Furthermore, it highlighted exemplary practices of temples in various regions that have demonstrated strong capacity as centers of ethical learning, including summer novice ordination programs, Sunday Dhamma activities, and community - based Dhamma forums. Such initiatives ultimately contributed to the sustainable development of Thai society by strengthening spiritual resilience and fostering enduring moral values.