THE APPLICATION OF THE IDDHIPADA PRINCIPLE TO ENHANCE THE COMPETENCY OF LOWER SECONDARY SCHOOL STUDENTS AT WAT SRISUNTHON (MITTRAPHAP 15) SCHOOL, THALANG DISTRICT, PHUKET PROVINCE

Abstract

This study aimed to: (1) investigate the concepts related to enhancing the competencies of lower secondary school students at Wat Srisunthon School (Mittraphap 15), Thalang District, Phuket Province; (2) examine the Iddhipada principles as presented in Buddhist scriptures; and (3) apply the Iddhipada principles to enhance students’ competencies. A qualitative research design was employed, with in-depth interviews utilized as the primary data collection method. The key informants comprised 20 participants, including 2 Buddhist monks serving as moral instructors, 5 school administrators, 3 school committee members, and 10 parent representatives, selected through purposive sampling. The research instrument was a semi-structured interview protocol, which was validated for content validity by experts in the field. Data were systematically collected and analyzed using content analysis, and the findings were presented through descriptive synthesis.

  Findings were as follows:

1. The enhancement of students’ competencies constitutes a critical process in fostering learners’ knowledge, skills, and moral attributes, thereby enabling them to lead balanced and meaningful lives. However, several limitations were identified, particularly in terms of motivation, perseverance, concentration, and responsibility, which were influenced by familial, institutional, and social factors.


2. The Iddhipada principles Chanda (aspiration), Viriya (effort), Citta (concentration), and Vimamsa (investigation) represent fundamental Buddhist doctrines aimed at developing physical, mental, and cognitive capacities, emphasizing intrinsic motivation, sustained effort, focused attention, and reflective inquiry.

          3. The application of the Iddhipada principles in instructional management was found to significantly enhance students’ competencies in observable and measurable ways. Specifically, students demonstrated increased learning engagement, consistent class attendance, improved academic performance, greater responsibility and self-discipline, enhanced concentration, and more advanced analytical and problem-solving abilities. Furthermore, such application contributed to the improvement of teacher–student relationships and the establishment of a supportive learning environment conducive to continuous and sustainable development.