An Application of the Threefold Learning Principle to Enhance Students Life Skills of Primary School Students at Ban Nong Takhong School, Mueang District, Nakhon Ratchasima Province

Abstract

This research investigates the application of the Threefold Training (Tri-Sikkhā) in Theravada Buddhism to enhance life skills among primary school students at Ban Nongtakong School, Mueang District, Nakhon Ratchasima Province, Thailand. The objectives of the study were: (1) to examine the conceptual framework of the Threefold Training in Theravada Buddhism; (2) to explore existing problems in life skills development among primary students; and (3) to propose an integrative approach for applying the Threefold Training to strengthen students’ life skills. This study employed a qualitative field research design. Data were collected through documentary analysis, in-depth interviews with school administrators, teachers, and related stakeholders, and contextual observations within the school setting. Key informants were selected using purposive sampling. Research instruments included semi-structured interview protocols and observation forms. Data were analyzed using content analysis and descriptive interpretation to synthesize findings systematically.

The findings reveal that the Threefold Training—comprising moral discipline (sīla), mental concentration (samādhi), and wisdom (paññā)—provides a holistic human development framework aligned with 21st-century life skills. Identified problems included behavioral issues (e.g., lack of discipline and inappropriate language use), emotional and psychological challenges (e.g., limited concentration and poor emotional regulation), and cognitive limitations (e.g., underdeveloped critical thinking and decision-making skills). Family and school environmental factors were found to significantly influence these conditions. The proposed application framework consists of three integrated processes: (1) cultivating moral discipline to promote ethical conduct and social responsibility; (2) developing concentration practices to enhance emotional control and learning focus; and (3) fostering wisdom through critical thinking and problem-solving activities. These processes were implemented through classroom integration, weekly activities, and Buddhist-oriented school programs. The results indicate positive behavioral changes, improved emotional stability, enhanced concentration, and better problem-solving abilities among students. The study demonstrates the practical potential of the Threefold Training as an effective model for life skills development in primary education contexts.