Guidelines for Learning Management Based on the Four Noble Truths Using a Proactive Competency-Based Model

Abstract

This research article aimed 1) to examine the implementation of Buddhist education through an active competency-based approach, and  2) to propose guidelines for integrating the Four Noble Truths into learning via an active competency-based framework. This qualitative study employed documentary analysis, workshop-based brainstorming sessions involving teachers, students, and lecturers (nine participants selected purposively), and in-depth interviews with four experts. Data were analyzed using content analysis. The research findings revealed that: 1) Buddhist education management using an active competency-based approach can be integrated with the practice of the Four Noble Truths, combining cognitive, psychomotor, and affective domains to enhance learners’ six core competencies. 2) The guidelines for implementing the Four Noble Truths learning approach through an active competency-based framework consist of six strategies: (1) Dukkha (Pariññā): Strategy 1 recognizing situational awareness for developing active competencies; (2) Samudaya (Pahāna): Strategy 2 integrated competency-based learning; (3) Nirodha (Sacchikiriyā): Strategy 3 cultivating life competencies in real-life contexts; and (4) Magga (Bhāvanā): including Strategy 4 adopting diverse learning models to foster active competencies; Strategy 5 developing whole-school learner competencies; and Strategy 6 enhancing learner competencies based on their needs or interests, respectively.