The Development of Learning Potential for Students at Ban Muang Tuet School, Muang Tuet Subdistrict, Phu Piang District, Nan Province, through Buddhist Principles

Abstract

The purpose of this research article was: 1) to investigate students’ learning potential at Ban Muang Tuet School, Nan Province; (2) to develop such potential through Buddhist principles; and (3) to evaluate the outcomes of this development using the Threefold Training (Trisikkha). This study employed action research methodology, conducting in-depth interviews with 21 key informants and organizing a learning potential development activity based on the Threefold Training (Trisikkha) principles for 26 participants. Data were analyzed using descriptive content analysis.

The research revealed that: 1) Students' learning potential across all five domains—communication, thinking, problem-solving, life skills, and technology use—was rated at good to excellent levels, with particular strength in creative thinking and self-reliant life skills. Limitations were identified in systematic thinking, emotional regulation when facing problems or collaborating with others, and the tendency to use technology for entertainment rather than learning. 2) The development of learning potential was carried out by applying Buddhist principles in alignment with the five competency domains: communication based on Right Speech (Samma Vaca), thinking based on Wise Reflection (Yonisomanasikara), problem-solving through concentration (Samadhi) and wisdom (Panna), life skills based on the Five Precepts and Five Virtues (Pancasila–Pancadhamma), and mindful and wise use of technology. This process relied on continuous collaboration between the school and families. 3) Evaluation results of the Buddhist-based learning potential development showed clear improvement among students with prior limitations in discipline and concentration, with scores increasing by 100–150 percent from baseline. Positive changes progressed from morality (sila) to concentration (samadhi) and wisdom (panna), reflecting that the Threefold Training was an interconnected and mutually reinforcing process for human potential development. The findings demonstrated that this approach could concretely enhance learning and student development.