Teaching and Learning Buddhist Educational Administration to Enhance Students' Research Competencies: Integrating Modern Research Methodologies with Classroom Research
Keywords:
Instructional Management, Competency Enhancement, Student Research, Contemporary Research MethodologiesAbstract
This academic article aims to analyze and synthesize the concept of instructional management based on Buddhist Educational Administration, using classroom action research as a foundation for developing research competencies among higher education students within the context of 21st-century Thai education. Amid challenges arising from the complexity of social issues, economic and technological transformations, and changes in the labor market, educational research is no longer merely a technical skill but a fundamental competency that learners should develop in a holistic manner. This article adopts the framework of Buddhist Educational Administration to integrate contemporary educational research methodologies, examining four key dimensions: (1) research paradigms in education in relation to Buddhist principles, (2) contemporary research approaches and Buddhist-oriented learning, (3) classroom action research and the development of students’ research competencies, and (4) research values and ethics based on Buddhist Educational Administration. The analysis indicates that Buddhist Educational Administration can function as an integrative philosophical and ethical framework that harmoniously connects research paradigms, methodologies, and research practices. Employing classroom action research as a foundational approach enables learners to engage with real-world problems, develop research-oriented thinking, reflective skills, and self-directed learning, while simultaneously cultivating morality, responsibility, and research ethics. The article concludes that integrating classroom action research with Buddhist Educational Administration represents a vital approach to enhancing learning quality and fostering graduates with comprehensive competencies and sustainable social responsibility.
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