Patterns of Participation in the Development of Life Skills, Environment, Society, and Good Governance among Educational Personnel in Public Universities through a Meditation Program in Buddhist Sacred Lands
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คำสำคัญ:
Life Skills Development , Good Governance, Social Engagement , Environmental Responsibility Educational Personnel , Public Universitiesบทคัดย่อ
This study aimed to (1) examine the patterns of participation in the development of life skills, environmental awareness, social engagement, and good governance among educational personnel in public universities who participated in a meditation program in Buddhist sacred sites, (2) analyze and compare the levels of participation and the impact of attending the meditation program, categorized by gender, age, and education level, and (3) propose guidelines for enhancing participation in the meditation program and the development of essential skills for quality living, particularly in environmental responsibility, social engagement, and governance.
This research employed a Mixed Methods approach, integrating both quantitative and qualitative data collection and analysis. The sample consisted of 400 educational personnel from public universities, selected through purposive sampling from university databases associated with the program. The research instruments included (1) a questionnaire based on the Theory of Planned Behavior (TPB) to measure participation levels and skill development in various domains, with a reliability coefficient (Cronbach’s Alpha) of 0.87, (2) in-depth interviews conducted using the Interpretive Phenomenological Approach to explore participants’ experiences in life skills development and governance, with an instrument reliability coefficient of 0.85, and (3) focus group discussions aimed at gathering qualitative insights from participants on key topics such as life skills development, governance promotion, and experiences from meditation practice. Data collection was conducted from December 25, 2024, to January 3, 2025.
The results indicated that participation in the meditation program significantly contributed to the development of life skills, environmental awareness, social engagement, and good governance among the participants. The findings revealed that age and education level had a significant influence on participation levels, while gender had no statistically significant effect. Moreover, qualitative analysis highlighted that participants perceived meditation as a transformative experience that enhanced self-discipline, decision-making abilities, and ethical awareness in their professional roles. These findings provide valuable insights into the factors influencing educational personnel’s participation in meditation programs and the benefits derived in terms of personal and professional development. The study’s recommendations can inform policy development to enhance the effectiveness of meditation programs for educational personnel in the future.
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