THE DEVELOPMENT OF A LEARNING MODEL BASED ON BUDDHIST PSYCHOLOGY PRINCIPLES TO ENHANCE STUDENTS’ MORALITY AND ETHICS

Abstract

The objectives of this research were: (1) to study concepts, theories, and Buddhist psychological principles related to developing a learning model for enhancing students’ morality and ethics; (2) to develop a learning model based on Buddhist psychology; and (3) to evaluate the effectiveness of the developed model. This study employed a research and development (R&D) design conducted in three phases: (1) reviewing relevant concepts and empirical studies, (2) constructing and validating the model by nine experts, and (3) implementing the model with 60 lower secondary students. Research instruments included a moral and ethical assessment form, a questionnaire, and a behavioral observation form. Data analysis was performed using basic statistics including mean (𝑥̄), standard deviation (S.D.), and t-test to compare before and after the experiment. Qualitative analysis used content analysis.

The research results revealed that 1. To study the concepts, theories, and Buddhist psychological principles related to the development of a learning model for enhancing students’ morality and ethics, it was found that the Buddhist psychological principles that can be effectively applied consist of mindfulness (sati), concentration (samādhi), and wisdom (paññā). Mindfulness helps students become aware of their emotions and actions, concentration enables them to maintain focus and control their behavior appropriately, while wisdom allows them to understand things correctly based on reason and morality. Moreover, Buddhist psychology emphasizes mental development through cittabhāvanā (mental cultivation), which encourages self-awareness and positive behavioral transformation. 2. To develop a learning model based on Buddhist psychology, the developed model comprised three main components: (1) Buddhist psychological principles—mindfulness, concentration, and wisdom; (2) a five-step learning process—awareness, contemplation, practice, reflection, and development; and (3) the roles of teachers and students that emphasize participatory learning. Teachers act as facilitators, while students play an active role in thinking and practicing independently. Evaluation by nine experts indicated that the developed model was appropriate and consistent with Buddhist psychological principles at a high to the highest level. 3. To evaluate the effectiveness of the learning model, it was found that 60 lower secondary school students who participated in the learning activities showed a statistically significant improvement in moral and ethical behavior at the .05 level, particularly in responsibility, discipline, and kindness. Students demonstrated greater concentration, learning engagement, and moral reflection. Their satisfaction toward the learning model was at the highest level, as they found the process engaging, easy to understand, and effective in promoting moral and behavioral development.