DEVELOPMENT OF PROJECT-BASED LEARNING MODEL INTEGRATING THE FOUR NOBLE TRUTHS AND STRATEGIC DESIGN (DSNM-PBL) TO ENHANCE CAREER AND TECHNOLOGY SKILLS FOR LOWER SECONDARY STUDENTS

Abstract

The objectives of this research were to: 1) develop and determine the efficiency of the DSNM-PBL learning management model integrating the Four Noble Truths and Strategic Design for teachers; 2) compare teachers' active learning and innovative management competencies before and after using the model; and 3) study teachers' satisfaction with the model. A distinct feature of this model, differentiating it from general Project-Based Learning (PBL), is the emphasis on cognitive processes based on Buddhist principles to deeply analyze the root causes of problems prior to designing innovations. The target group consisted of 23 teachers at Wat Si Somboon Municipal School during the 2025 academic year. The research instruments included: 1) a workshop manual for the DSNM-PBL model, 2) a knowledge and competency assessment for instructional plan writing, and 3) a satisfaction questionnaire. Data were analyzed using mean, standard deviation, and t-test for dependent samples. The research findings were as follows: 1) The DSNM-PBL learning management model for teachers consists of four steps: Problem Analysis (Dukkha), Cause and Potential Finding (Samudaya), Innovation Goal Setting (Nirodha), and Strategic Learning Design (Magga). The model’s efficiency (E1/E2) was 83.48/85.65, which met the specified 80/80 criterion. 2) Teachers' active learning and innovative management competencies after using the model were significantly higher than before using the model at the .05 level. 3) Teachers’ satisfaction with the learning management model was at the highest level. Teachers reflected that the DSNM model enabled systematic and profound instructional design, capable of effectively connecting local wisdom to innovation.