journal of social sciences roi et buddhist college

The role of social studies teachers in teaching about violating the second precept in order to live together in a diverse society

Phramaha Somkuan Suwanno — 2025-08-31

The role of social studies teachers is crucial in fostering morality, ethics, and desirable values among students, thereby laying the foundation for peaceful coexistence in a diverse society. Teaching about the violation of the Second Precept, which emphasizes “not stealing,” serves as a preventive measure against behaviors that infringe upon the rights of others and reinforces respect for ownership and justice. Social studies teachers therefore play roles as knowledge transmitters, awareness builders, and role models for living with honesty and integrity. Instruction on this subject should highlight the integration of Buddhist principles with real-life social contexts, such as issues of corruption, exploitation, and unethical gain, in order to enhance students’ understanding of the consequences of violating the Second Precept on individuals, families, and society as a whole. Teachers are also encouraged to employ integrative teaching methods such as group discussions, problem-solving through case studies, and community-based learning. These approaches promote both social skills and ethical awareness that students can practically apply in their lives.Thus, the role of social studies teachers in teaching about the violation of the Second Precept is not only to prevent behaviors that cause conflict, but also to cultivate honesty, responsibility, and respect for others’ rights. These qualities form a vital foundation for harmonious coexistence in a pluralistic society.

Risk Management for Enhancing Quality and Safety in Secondary Schools under the Office of the Basic Education Commission

Siwapat Bamrungsetthapong — 2025-08-31

Risk management in Thai secondary schools under the Office of the Basic Education Commission (OBEC) is a strategic priority, given that more than 29,000 schools serve over 6.5 million students and nearly half a million teachers. These schools face multifaceted and complex risks, including academic risks reflected in Thailand’s PISA 2022 results, which remain significantly below the OECD average; environmental risks from natural disasters and climate change; social and behavioral risks manifested in bullying and students’ mental health issues; technological and data-related risks associated with the Personal Data Protection Act and cybersecurity threats; as well as learning continuity risks exposed during the COVID-19 pandemic.

This article synthesizes relevant literature and theoretical frameworks, notably ISO 31000, COSO Enterprise Risk Management, and the Comprehensive School Safety Framework (CSSF), and proposes their integration to create a risk management system suitable for the Thai context. A four-step process is recommended, comprising risk identification, risk analysis and evaluation, planning and treatment, and monitoring, review, and communication. The use of a Risk Register is highlighted as a core tool enabling schools to link risks with concrete mitigation measures in a systematic, transparent, and verifiable manner.

Findings confirm that structured risk management is closely linked to both student learning outcomes and school safety. The synthesis also contributes new knowledge, including: (1) an integrated risk management framework tailored for secondary schools; (2) a holistic classification of risks encompassing academic, environmental, technological, and socio-behavioral dimensions; (3) the elevation of the Risk Register into an organizational culture of proactive management; and (4) the identification of research gaps, such as the development of digital risk management platforms and school-level risk indices. Policy recommendations emphasize the establishment of a national risk management framework, the implementation of school-wide continuity of learning plans, the strengthening of data governance and cybersecurity practices, and the creation of a national education risk information hub. Together, these measures will enable Thai secondary schools to navigate challenges and move toward a safer, more transparent, and sustainable education system.

Artificial Intelligence and John Stuart Mill's Views on Dignity and Progress.

Terapon Buwthong — 2025-08-31

This academic article aims to analyze artificial intelligence from the perspective of John Stuart Mill on dignity and progress. The study finds that the central tenet of qualitative utilitarianism does not reject physical pleasures like eating, drinking, or sensory satisfaction. Instead, it posits that something higher than physical pleasure exists: intellectual pleasure.The challenge posed by AI, with its capacity to manage complex and intellectual tasks, raises the question of whether these tasks, which were once sources of a higher form of human pleasure, will continue to be so. If AI takes over all creative work and can imitate creativity and artistic expression, or if it can make complex decisions for humans, such as medical diagnoses or legal judgments, will humans still retain their dignity and individuality as rational beings with free will.If AI simply makes humans so dependent on technology that they lose their ability to reason and solve problems on their own, Mill would not consider this to be genuine progress. This is because it does not improve humanity as a species capable of thought and decision-making.This concern extends to the concentration of AI decision-making power in the hands of a few technology companies. Furthermore, public participation may be diminished from that of a citizen with a voice to merely a user who must abide by platform rules. For example, instead of people collectively deciding on public policy, they may be limited to simply clicking "like" or "share," which is a superficial form of engagement that does not lead to the protection of genuine rights.

Participatory Student Affairs Administration Approach of Protpittayapayat School, The Secondary Educational Service Area Office Bangkok 2

Siwapat Bamrungsetthapong — 2025-08-31

This research aimed to 1) study the current state of participation in student affairs administration at Protpittayapayat School under The Secondary Educational Service Area Office Bangkok 2, and 2) develop a participatory student affairs administration approach for Protpittayapayat School under The Secondary Educational Service Area Office Bangkok 2. The research population consisted of school administrators, school board members, and teachers, totaling 162 people. Key informants included 9 experts, school administrators, educational supervisors, and teachers responsible for student affairs. Research instruments included a questionnaire on the current state of participation in student affairs administration and an evaluation form for the participatory student affairs administration approach. Statistical analysis included means, standard deviations, and content analysis.

The research findings revealed that 1) the current state of participation in student affairs administration was overall at a high level (x̄ = 3.90, S.D. = 0.63). When considered by aspects, implementation had the highest mean score (x̄ = 4.20, S.D. = 0.58) while monitoring and evaluation had the lowest mean score (x̄ = 3.55, S.D. = 0.71). 2) The developed participatory student affairs administration approach comprised 5 aspects: participation in planning, implementation, decision-making, monitoring and evaluation, and resource support. Expert evaluation showed that the approach had overall appropriateness at the highest level (x̄ = 4.65, S.D. = 0.49) and overall feasibility at a high level (x̄ = 4.41, S.D. = 0.55). This approach emphasizes creating integrated working committees, organizing participatory planning workshops, using student councils as decision-making mechanisms, developing participatory monitoring and evaluation systems, and establishing collaborative networks for resource mobilization.