Journal of Mahapajapati Buddhist Review

The History, Legends, Teachings and Socio-Cultural Role of Luang Pu Suang, the “Earth-Playing Angel”, as a Transcendent Monk

2026-05-28T15:37:36+07:00

This academic article studies Luang Pu Suang as a “transcendent monk” who has influenced the Thai-Cambodian border community. Content analysis reveals that faith in him reflects a blend of indigenous Buddhism, legend and ethnic identity. Luang Pu Suang is seen as transcending the formal monastic framework, possessing high spiritual power. His history is vague, a mixture of facts and legends and linked
to Phnom Kulen mountain. Although his longevity and supernatural abilities cannot be proven, they remain in the collective memory of the people. His unusual practices, such as 2 asceticism, working with earth and burning objects, symbolize detachment and nonattachment.

His teachings emphasize “giving”, sufficiency, and purification of the mind, conveyed through riddles. Miracles are viewed as tools to help sentient beings and build faith. Wat Phai Phatthana is a central hub that impacts community relations, tourism and economy. Overall, Luang Pu Suang represents the transformation of faith into cultural capital, leading to a balanced life.

Sariputta: The Buddha's Chief Disciple Foremost in Wisdom

2026-06-12T21:54:34+07:00

-This book review aims to analyze and evaluate the book entitled "Sariputta: The Buddha's Chief Disciple Foremost in Wisdom" authored by Natthan Saengchai (2nd edition, 2016). The book articulates the biography and Dhamma teachings of the Buddha's right-hand chief disciple through a harmonious blend of narrative storytelling and doctrinal exposition. Organized into six chapters, the content chronicles his family background, his friendship with Kolita, his attainment of the deathless state through Ven. Assaji's stanza, his accumulation of past merits and perfections, his pivotal role as the Captain of the Dhamma (Dhamma-senapati), his profound teacher-disciple relationship with the Buddha, the systematic compilation of the Dasuttara Sutta (Dhamma categories 1–10), and his final attainment of Parinirvana at his birthplace. The distinctive strength of this book lies in its coherent and seamless narrative connected with the social context of the Buddha's time, the accessible presentation of Dhamma principles through practical life events, and the systematic organization of teachings. Conversely, the shortcomings include a lack of comparative analysis with other prominent disciplines, a superficial explanation of the Dasuttara Sutta that lacks practical application for modern life, and a deficiency in rigorous academic analysis of ancient Indian socio-cultural dynamics. Overall, this book is highly recommended for general readers and introductory-to-intermediate students of Buddhist studies as an inspiring exemplar for self-development in wisdom and morality.

Development of a Student Support and Protection Model in the Digital Era Using Service Area Community Context as a Base to Enhance Learner Quality at Ban Nong Sai Witthaya School under Buriram Primary Educational Service Area Office 1

2026-06-10T15:46:12+07:00

This research aimed to develop a student support and protection model in the digital era based on the community context within the school service area in order to [BT5.1]enhance learner quality at Ban Nong Sai Witthaya School. The study was conducted in four phases. Data were analyzed using mean, standard deviation, percentage, the Priority Needs Index (PNI), and content analysis.

The findings revealed that: 1) The major problems were that students’ academic achievement, life skills, and digital safety skills were below the expected targets. 2)The developed model consisted of six components: principles, objectives, key elements, operational process, conditions for success, and evaluation. 3) The evaluation of the model indicated that it was highly appropriate and highly feasible for practical implementation. After the implementation of the model, students demonstrated improved abilities to live safely in the digital era, enhanced life skills, and higher academic quality. In addition, stakeholders’ satisfaction with the model was at the highest level.

Development of a School Management Model to Enhance Teacher’ Competencies in Learning Management in the Digital Era Using the SPEAR Process for Improving Student Quality at Ban Nong Muang School, Buriram Primary Education Service Area Office 1

2026-06-12T19:19:20+07:00

This research aimed to develop a management model for educational institutions to enhance teachers' competencies in learning management in the digital era, utilizing the SPEAR process. The study was conducted at Ban Nong Muang School, under the Buriram Primary Educational Service Area Office 1, through four phases: Phase 1 – studying the problems and needs; Phase 2 – designing and developing the model; Phase 3 – piloting and refining the model; and Phase 4 – evaluating the model’s effectiveness. Research instruments included semi-structured interviews, questionnaires, tests, competency assessments, and satisfaction surveys. Data were analyzed using percentage, mean, standard deviation, the Priority Needs Index (PNI), and content analysis.

The results revealed that 1) Problems and needs indicated a lack of teacher competency in proactive learning activities and digital assessment, while students lacked digital citizenship skills and were at risk of online bullying. The top three priority needs were: proactive learning design and management in the digital era (PNI = 0.84), teacher professional development and innovation ( = 0.77), and 21st-century student development ( = 0.71). 2) The developed school management model comprised six components: 1) principles and rationale, 2) objectives, 3) five key development elements, 4) five procedural steps, 5) success conditions, and 6) measurement and evaluation. The model and its implementation manual were rated as highly appropriate and feasible. 3) Pilot testing showed a high level of implementation in the first trial, which improved to the highest level after the second trial. 4) The model’s effectiveness was demonstrated by a 25.32% progressive increase in overall teacher competency; student quality improved across all dimensions, with academic achievement at level 3 or higher increasing by up to 37.34%. Additionally, 92.33% of students showed competency assessment results rated as good or above, exceeding the school’s target by 12.33%. A total of 147 stakeholders expressed the highest level of satisfaction with the model ( = 4.67 SD=0.44)

The Effects of Assessment for Learning on the Development of Academic Writing Skills of English Major Students at Chaiyaphum Rajabhat University

2026-06-28T09:59:29+07:00

The purposes of this research were: 1) to develop an assessment form based on Assessment for Learning (AfL) for second-year English major teacher students, 2) to compare the students’ academic writing achievement before and after the implementation of Assessment for Learning, and 3) to investigate the students’ satisfaction toward the use of Assessment for Learning in developing academic writing skills. The target group consisted of 45 second-year English major students in the Faculty of Education and Human Development, Chaiyaphum Rajabhat University, enrolled in English Academic Writing Course during the second semester of the 2025 academic year. They were selected through purposive sampling. The research instruments included: 1) an assessment form for learning, 2) an academic writing skills test, 3) an academic writing skills assessment form, and 4) a student satisfaction questionnaire. The statistics used for data analysis were mean, standard deviation, index of item-objective congruence (IOC), and dependent t-test. The findings revealed that: 1) The assessment form based on assessment for learning developed in this study was appropriate and consistent with the learning objectives. It could be effectively used as a tool to promote and improve students’ academic writing skills. 2) There was a statistically significant difference in the students’ academic writing achievement at the 0.01 level. The students' academic writing achievement after the intervention was significantly higher than before the intervention. The mean pre-test score was 8.17, whereas the mean post-test score was 16.06, resulting in a mean difference of 7.89, and 3) The students’ overall satisfaction with the teaching and learning management was at the highest level (= 4.42, S.D. = 0.16). When considering each aspect, the highest mean score was found in students’ attitudes and confidence toward academic writing (= 4.43, S.D. = 0.82), while the lowest mean score was in the assessment for learning process (= 4.40, S.D. = 0.76).