A MODEL OF TEACHING INTEGRATED THE PHILOSOPHY OF SUFFICIENT ECONOMY TO ENHANCE STUDENTS’ CRITICAL THINKING

Abstract

The objective of this research was to develop a model of teaching which integrated the Philosophy of Sufficient Economy to enhance students’ critical thinking in the lower northern part of Thailand. The research was divided into three steps: 1) study the state of teachers’ learning management which supported students’ critical thinking using a questionnaire to survey, 2) document analysis for studying the approach of teaching process which integrated the Philosophy of Sufficient Economy, and 3) formulate a model of teaching integrated the Philosophy of Sufficient Economy to enhance students’ critical thinking and verify the model by experts. The tools used were questionnaires for collecting data and means and standard deviation for data analysis. The result found that a model of teaching integrated the Philosophy of Sufficient Economy to enhance students’ critical thinking consisted of three components: 1) objective of model, 2) teaching process, and 3) success factors. The model evaluation revealed that the propriety was at high level.