Applying Sufficiency Economy Philosophy to Promote Sustainable Livelihoods and Well-Being Among Thai High School Students
Bibliographic record
Abstract
This study explored integrating Sufficiency Economy Philosophy (SEP) into Thai secondary education to assess teaching challenges, students’ cognitive understanding, and behavioral changes aligned with sustainable living principles. Conducted in three phases, it involved 30 lower secondary students from Jaturamitwittayakarn School in Khon Kaen Province, Thailand. Phase 1 identified teaching challenges through a combination of qualitative and quantitative methods. Document analysis was used to review national policies, key research concepts, and pedagogical strategies. Additionally, a needs assessment survey, including questionnaires and observations were also conducted. In Phase 2, a curriculum incorporating SEP was developed, with feedback from teachers and further observations refining the approach. Phase 3 implemented the curriculum, with data collected through questionnaires, observations, and pre- and post-tests. Results revealed that Phase 1 identified significant teaching and learning challenges, with a PNI Modified average of 0.33, indicating a high need for curriculum adaptation. In Phase 2, a curriculum integrating the SEP was developed and refined based on feedback from teachers and observations. Phase 3 showed a significant improvement in students’ cognitive understanding of SEP, with an average post-test score of 90.50, exceeding the 80% criterion, and 86.66% of students meeting the target. Behavioral assessments from teachers and parents indicated good behavior levels aligned with SEP principles, with no significant differences between their evaluations (p > 0.05), suggesting consistent behavioral improvements in students’ application of SEP principles. The study demonstrates the potential of SEP to foster students’ resilience in material, social, environmental, and cultural dimensions, offering valuable insights for future curriculum development to promote sustainable living and well-being in the next generation.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".