DEVELOPING A TEACHING AND LEARNING MODEL FOR THAMAWAT WITTAYA SCHOOL (WAT DON MUN) BASED ON THE FOUR SUBLIME STATES OF MIND (BRAHMA VIHARA 4)

Abstract

This study aimed to develop a Buddhist instructional model based on the principle of the Four Brahmavihāras (loving-kindness, compassion, sympathetic joy, and equanimity) as a conceptual framework for learning design in temple-based schools. The research employed a mixed-methods approach using Thammawat Wittaya School (Wat Donmun), Tak Province, Thailand, as a case study. Quantitative data were collected through a questionnaire administered to 298 participants, including teachers, students, and parents. Qualitative data were obtained through in-depth interviews with 10 key informants, consisting of school administrators, teachers, and students. Quantitative data were analyzed using descriptive statistics, including mean and standard deviation, while qualitative data were analyzed through content analysis.

The findings revealed that the overall implementation of the instructional model at Thammawat Wittaya School was at a high level (= 4.06). When examined according to the Four Brahmavihāras, the results indicated that loving-kindness (mettā) was reflected in teachers’ care and goodwill toward students; compassion (karuṇā) was expressed through teachers’ willingness to provide guidance and support in addressing students’ academic and behavioral challenges; sympathetic joy (muditā) was promoted by encouraging students to appreciate and celebrate the achievements of others; and equanimity (upekkhā) was fostered by cultivating patience and balanced attitudes toward various situations. Furthermore, the development of teaching and learning practices based on the Four Brahmavihāras was also found to be at a high level (=4.09), emphasizing positive teacher–student relationships, collaborative learning, participatory decision-making, and equal opportunities for students to express their opinions.

The study suggests that integrating the Four Brahmavihāras into educational practice can serve as an effective framework for developing a Buddhist instructional model that promotes ethical development, supportive classroom relationships, and holistic student learning in temple-based educational contexts.