A DEVELOPMENT MODEL FOR TEMPLES AS LEARNING CENTERS OF THE COMMUNITY IN WAT THAT SUBDISTRICT, MUEANG DISTRICT, NONG KHAI PROVINCE

Abstract

The objectives of this study were: (1) to examine the context, current conditions, and readiness for developing Wat That, Mueang District, Nong Khai Province, into a community learning center; (2) to investigate the components of the development model for transforming Wat That into a community learning center; and (3) to develop a model for establishing Wat That as a community learning center. Methodology This research employed a qualitative approach, utilizing interviews and focus group discussions with community leaders and local residents to collect data. The study involved 40 key informants in the interview process and 50 participants in the focus group discussions. Data from both methods were analyzed to address the research objectives.

The results revealed that: (1) the context, current conditions, and readiness of Wat That demonstrate high potential for development into a community learning center due to favorable conditions for lifelong learning and local cultural preservation; (2) the development model components reflect that the temple serves as a spiritual center and possesses diverse indigenous knowledge resources such as herbal medicine, basketry, and local cuisine while enjoying strong community faith, adequate facilities, visionary monks open to innovation, and substantial support from local scholars, community groups, universities, the Non-Formal Education Center, schools, and local government in terms of expertise, funding, and resources. Development should be participatory, starting with small, continuous activities that evolve into a systematic knowledge management framework; (3) the proposed model is grounded in three core concepts: the temple as a foundation for lifelong learning, community ownership through active participation, and the integration of religion, culture, education, and livelihood. The model comprises five key components context and resources, human resources and participation, learning bases and activities, supporting networks, and management for sustainability implemented through a five-step process from contextual analysis to evaluation. Its strengths lie in inclusive participation at all stages, adaptability, and the integration of local wisdom with modern knowledge to ensure sustainability.