Mahachulalongkornrajavidyalaya University

The research article “Lifelong Learning in Confucius Philosophical Perspective” has three objectives: 1. To study UNESCO's lifelong learning concept. 2. To explore the concept of lifelong learning in Confucius philosophy. 3. To analyze the lifelong learning concept of UNESCO from a Confucius philosophical perspective. Methodology: The research was documentary. Textbooks and journal articles written in Thai and English on lifelong learning, educational theories, and Confucius philosophy served as the primary and secondary resources. UNESCO online databases and official websites were primary sources for lifelong learning data collection. The content analysis was done using a descriptive method. Results: UNESCO promotes lifelong learning approaches. According to the study, UNESCO promotes a lifelong learning approach and helps member states to tackle issues related to youth and adult literacy through the UNESCO Institute for Lifelong Learning and an online platform. UNESCO highlights functional literacy of adults and youth, numeracy, digital literacy, media literacy, and life skills, including awareness of human rights and gender equality. The Confucian philosophy regards lifelong learning as a relentless, unending process and presents its significance in being a Junzi (gentleman) and a social sage. Learning about Confucius’s five relationships is vital for discussing social justice, individual morality, and world peace. Conclusion: Combining UNESCO’s lifelong learning idea with Confucius philosophy offers a model for sustainable social change. It emphasizes morality, ethics, and an intelligent understanding of social interpersonal relationships. This merger is part of human development and serves the UNESCO Sustainable Development 2030 project. Unique Contribution: This study is distinctive in the way that it integrates UNESCO’s contemporary conception of lifelong learning with Confucius philosophical insights. Applying ancient wisdom to present-day education provides an eclectic understanding. It presents a new approach to understanding and realizing lifelong learning aimed at individual and social development.

Background and Aim: This article explores the role of Buddhist principles in strengthening ethical and effective leadership within modern, complex organizations. Traditional leadership models, which focus primarily on managerial skills, often fail to address the deeper ethical and spiritual dimensions necessary for long-term organizational sustainability. The study aims to integrate Buddhist principles with contemporary leadership theories, proposing that these teachings can help leaders develop morally grounded, adaptable, and effective leadership qualities. Materials and Methods: The study explores the application of Buddhist teachings, particularly the Noble Eightfold Path, Brahmavihara (the Four Sublime States), and Sangahavatthu (the Four Means of Sustenance), in enhancing leadership practices. Using document analysis and over 30 relevant research reports. Key Buddhist principles such as mindfulness, compassion, and ethical conduct provide a strong moral foundation for leaders. Practices like mindfulness (sati) enable leaders to make clear, composed decisions under stress, while qualities like loving-kindness (metta), compassion (karuna), and equanimity (upekkha) help foster positive organizational cultures, trust, and collaboration. These teachings offer practical tools for ethical leadership that prioritize long-term goals, collective well-being, and sustainability. Results: The application of Buddhist principles offers considerable potential for enhancing both ethical and effective leadership in contemporary organizations. By incorporating teachings such as Brahmavihara, Sangahavatthu, and mindfulness practices, leaders can cultivate key qualities like empathy, fairness, and clarity in their decision-making processes. These principles provide a solid moral foundation that supports the dynamic and often challenging demands of modern organizational environments. Adopting Buddhist principles not only strengthens individual leadership abilities but also promotes a culture of ethical behavior and sustainable practices, aligning personal, organizational, and societal goals. Conclusion: The article concludes that integrating Buddhist principles into leadership practices offers a valuable framework for addressing the ethical and practical challenges faced by contemporary organizations. By embracing teachings like mindfulness, compassion, and ethical conduct, leaders can develop a leadership style that is not only effective but also morally grounded. This integration can foster a more inclusive, ethical, and sustainable organizational culture, balancing performance goals with ethical responsibility. The study suggests that adopting Buddhist-informed leadership can provide long-term benefits to both organizations and society, promoting well-being, fairness, and long-term sustainability. A further academic article is needed to explore how these principles can be adapted across diverse cultural and organizational contexts.

Background and Aims: Phonics instruction plays a critical role in developing foundational reading fluency, pronunciation, and phonemic awareness, particularly in primary education. However, students in Thailand, especially in rural areas like the Phetchaburi Educational Service Area 2, face significant challenges in mastering phonics. These challenges stem from structural differences between Thai and English phonetic systems, the absence of specialized English teachers, and limited exposure to native speakers, resulting in poor reading comprehension, pronunciation difficulties, and low confidence in using English. These educational gaps highlight the urgent need for innovative solutions to support phonics education beyond traditional classroom settings. This study addresses these issues by leveraging mobile technology to develop an engaging phonics learning application. The objectives of the study are fourfold: First, the study seeks to develop a mobile application specifically designed to promote phonics skills among primary school students. Second, it aims to validate the effectiveness of the application by measuring phonics improvement through pretest and posttest assessments. Third, it compares the learning outcomes of students who used the application (experimental group) with those receiving traditional instruction (control group), providing insights into the app's impact. Lastly, the study evaluates students' satisfaction with the app, assessing usability and its influence on learning engagement. These objectives collectively address the critical need for accessible phonics education tools in resource-limited settings. Methodology: A mixed-methods approach was adopted to gain comprehensive insights into both learning outcomes and user experiences. The study involved students from a randomly selected school in Phetchaburi Educational Service Area 2, with participants divided into experimental and control groups. Grade 6 students formed the experimental group, using the mobile application for five weeks, while Grade 5 students followed traditional phonics instruction. The quantitative component included pretest-posttest assessments, with a 60-item test covering essential phonics components such as consonants, vowels, clusters, and suffix endings. Qualitative data were gathered through student surveys and focus group interviews, providing deeper insights into their experiences with the application. Results: The study’s results demonstrate that the mobile application significantly enhanced phonics skills among the experimental group. The mean score for the experimental group improved from 14.7 (pretest) to 45.93 (posttest), a gain of 31.23 points. In contrast, the control group showed a modest improvement from 15.1 to 22.5, with a 7.4-point increase. A two-tailed t-test analysis (t = 29.84, p < 0.05) confirmed that the observed differences between the groups were statistically significant, validating the effectiveness of the mobile app. Students expressed high satisfaction, with average scores of 4.9/5 for learning improvement, 4.8/5 for exercise usefulness, and 4.7/5 for learning at their own pace. These findings indicate the practical effectiveness of the mobile application in enhancing phonics education and student engagement. Conclusion: This study highlights the potential of mobile learning tools to address the challenges of phonics education in rural Thailand, offering a scalable solution for areas with limited access to specialized teachers and instructional resources. The significant improvements in phonics performance among students using the mobile application suggest that such tools can serve as effective supplements to traditional instruction, supporting students' phonemic awareness, pronunciation, and reading fluency. These findings have broader implications for educational policy and practice, underscoring the need to integrate technology-based solutions into the curriculum to enhance language learning outcomes. Future research could explore the long-term impact of the application, its adaptability to other regions, and the integration of advanced features such as offline access and adaptive learning modules.

Water resource is a vital factor for human survival. The source of water is forests. The coexistence between humans and forests is mutual support. The conservation of forest and water must proceed in parallel to create a balance in the ecosystem. This research aims to study the use of water management innovation for consumption at the community level that does not harm the ecosystem, and to create a volunteer network to participate in water management for consumption at the community level. The researchers conducted the participatory action research. In-depth interview and focus group were used with 80 key informants. The qualitative data were analyzed by using the content analysis, inductive analysis, conclusion generation and verification, with an emphasis on linking data that is true to the facts. The research results show that in the case study area of Ban Huai Solop community, Huai Pha Subdistrict, Mueang District, Mae Hong Son Province, Thailand, the ethnic communities have lived with the forest for a long time. The main problems and obstacles were the area condition which is mountainous terrain; this makes water storage quite difficult. There was insufficient water. The cost for pumping water from low areas to the higher areas is expensive. The solution to the problem is to bring a hydraulic ram pump – which does not require electricity or oil; therefore, it does not harm the ecosystem – to be tested to deliver water from Solop creek up the mountain. In the process of summarizing the problems and finding solutions, the community participated in learning and conducting a practical experiment by themselves. This study took more than 1 year; this shows the connection of processes to solve problems with the community participation through these 5 steps: 1) network creation, 2) network management/co-learning management, 3) problems and obstacles in network management, 4) network relationship, and 5) network relationship development. This empirical result can be expanded to other local areas in the future.

Background and Aims: The purposes of this study were to; 1) examine the results of using the Jeopardy Game to enhance English communication skills in all Thai primary-school learners, and 2) to determine the learners’ satisfaction after learning English for communication by using the Jeopardy Game. Methodology: This study employed both quantitative and qualitative methods for collecting data, which were then analyzed statistically for the results. The samples of this study were twenty-six primary school students learning in grades 4-6, who learned English for communication with the Jeopardy Game for a certain range of assigned time. The instruments included a set of appareled pre-tests and post-tests, a questionnaire, and classroom observation. The data of the pre and post-test and questionnaire were collected, and the dependent t-test, the mean, and standard deviation were used to analyze the quantitative data such as the test and questionnaire and the content analysis was used for the interview as the qualitative data. Result: The data analysis, indicated that the mean score attained by the participants in the post-speaking test significantly surpassed the mean score attained in the pre-test. Additionally, it demonstrated that the learners enjoyed playing the game the most. Secondly, the learners required higher difficulty-level gaming activities used in the classroom. Thirdly, the learners were encouraged to speak English well. After the learners had learned English by playing the Jeopardy Game, their attitude toward learning English improved to a highly satisfactory level in terms of encouragement, attention, and fear reduction. It also showed that the learners obtained positive attitudes at high percentages, which are desirable factors of effective learning. Conclusion: The findings indicated that the Jeopardy Game had a positive effect on English learners. The game opened up the opportunity for the learners to speak English in meaningful conversations and situations, which made them speak English with less fear and learn unintentionally throughout the gameplay focusing on the eagerness and desire to win the game. However, continuity of learning English with fun games in the classroom should be undertaken in a variety of topics and skills.

ABSTRACT The article explores how platforms like Google and ChatGPT, which claim omniscience and wisdom-like attributes, prompt philosophical questions. It revisits religious perspectives on omniscience and their influence on the pursuit of wisdom. The article suggests that while Google may offer compartmentalized omniscience based on user preferences, ChatGPT’s factual accuracy challenges its characterization as omniscient. Nonetheless, ChatGPT can still help humans progress toward wisdom, by integrating the co-creation of knowledge between humans and the unfolding of divine knowledge from Process Thought and Buddhist epistemology insights. Notably, instead of offering definitive answers, the paper is written with a sense of deep humility to encourage ongoing inquiry and investigation.

The objectives of this research were: i) to study components of the internet of things (IoT) system to support community lime planting (CLP); in Maha Sarakham Province; ii) to develop IoT-CLP; and iii) to transfer IoT-CLP to the target community in Maha Sarakham Province. The research tools were: i) IoT-CLP system suitability assessment form; ii) IoT-CLP efficacy evaluation form; iii) a questionnaire to assess the effectiveness of the community lime planting; and iv) a survey of community satisfaction towards IoT-CLP. The research results showed that i) components of IoTCLP consist of: (1.1) data receivers: soil moisture, temperature, soil pH, fertilizer/nutrient; (1.2) control units: water supply, water spraying, soil pH control, and processing, fertilizer/nutrients; (1.3) operating systems: water supply, water spraying, soil pH communication and distribution system of fertilizer/soil nutrients water; (1.4) mobile application; ii) the effectiveness of IoT-CLP was evaluated at the highest level; and iii) the results of lime cultivation using IoT-CLP showed a higher yield than the traditional practices in terms of the amount of lime, size, and weight. The community was satisfied with IoT-CLP at the highest level.