A Teaching System for Social Studies, Specifically Buddhism, based on the Four Buddhist Teaching Methods, for Lower Secondary School Students in the Phichit Secondary Education Area, Phichit Province

Abstract

            The objectives of this research were to: 1) study the general body of knowledge regarding a social studies teaching system in Buddhist studies based on the Four Buddhist Teaching Methods; 2) develop the body of knowledge of the teaching system; 3) evaluate and validate the teaching system; and 4) propose guidelines for the application of the teaching system. This study employed a Research and Development (R&D) approach through documentary research, related studies, and field research. The sample group consisted of 38 lower secondary school students from Luangpho Phet Wittaya Phrapariyattidhamma School, Phichit Province. Key informants included 9 administrators and teachers selected through purposive sampling. The research instruments consisted of questionnaires and structured interviews, which were tested for content validity and reliability. Data were analyzed using frequency, percentage, mean, standard deviation, and content analysis.

            The findings revealed that: 1) the current instruction of Buddhism subjects mainly emphasized lecturing and memorization, resulting in limited analytical thinking and inadequate application of Buddhist principles in daily life among learners. Therefore, it was necessary to develop a teaching system appropriate to contemporary learner contexts; 2) the “BCK Model” teaching system was successfully developed by integrating the four Buddhist teaching methods, namely: Sandassana, Samadapana, Samuttejana, and Sampahangsana with constructive learning concepts, enabling learners to participate actively and apply Buddhist principles in practice; 3) the evaluation results indicated that the developed teaching system was appropriate at the highest level in terms of system components, learning activities, media and innovation, as well as practical applicability; and 4) the application guidelines suggested that teachers should implement the “BCK Model” in learner-centered activities that promote analytical thinking, participation, morality, and ethics alongside the appropriate use of educational media and technology for twenty-first century learners.