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Article

Creative Approach to Enhancing Learning Skills Based on Buddhism and Philosophy

by
Phrarajsuddhivajiramedhi Chaiyan Chattalayo Suebkrapan
,
Phrakhrupalad Charkrapol Acharashubho Thepa
*,
Phrakhrusangkharak Suriya Pabhassaro Sapanthong
and
Netnapa Sutthirat
Faculty of Religion and Philosophy, Mahamakut Buddhist University, Nakhon Pathom 73170, Thailand
*
Author to whom correspondence should be addressed.
Philosophies 2025, 10(5), 104; https://doi.org/10.3390/philosophies10050104
Submission received: 24 March 2025 / Revised: 26 June 2025 / Accepted: 3 July 2025 / Published: 17 September 2025

Abstract

This research article explores the integration of Buddhist and philosophical principles into educational methodologies to enhance learning skills. The objectives were to develop a creative educational model, identify key factors influencing learning skills, and assess the approach’s effectiveness. The study targeted students from higher education institutions as the population. A purposive sampling technique was employed, selecting participants who demonstrated an interest in or familiarity with Buddhist teachings and philosophical inquiry. The research employed a mixed-methods approach, combining qualitative and quantitative data collection techniques. Tools included questionnaires/surveys, semi-structured interview questions, and observations, supplemented by focus group discussions and thematic analyses and a suitability and feasibility evaluation form. The analyses were performed using Principal Component Analysis (PCA), content analysis, theme analysis, and data saturation. Statistics were in the form of percentages, means, SDs, t-values, and exploratory factor analyses (EFA). The results indicated that integrating Buddhist practices, such as mindfulness and reflective thinking, with philosophical methods, such as critical inquiry and dialogue, significantly improved students’ cognitive, emotional, and ethical development. Key findings highlighted the importance of fostering an environment encouraging open-mindedness, self-reflection, and ethical reasoning. The study’s significance lies in its contribution to educational innovation, providing a framework for integrating spiritual and philosophical dimensions into contemporary education. This approach enhances traditional academic skills and promotes holistic development, preparing students for personal and societal challenges.

1. Introduction

The rapid changes of the 21st century, fueled by globalization, technological innovation, and socio-political shifts, have reshaped how individuals seek self-fulfillment and well-being [1]. To address these shifts, educational management must implement strategic approaches that support the intellectual, emotional, and ethical growth of youth, thereby strengthening societal stability [2]. Integrating human resource development with research and innovation is also crucial for producing a skilled, adaptable workforce that enhances national competitiveness in a globalized world [3]. Education remains central to developing individuals who contribute meaningfully at both local and global levels. Contemporary education emphasizes that the skills and competencies necessary for effective citizenship and employment in the 21st century differ markedly from those of the previous century [4,5]. While some foundational skills remain constant, their application has evolved in response to digital transformation and changing workforce demographics [6]. For instance, Beier et al. [7] highlighted how shifts in population aging and technological advancement have redefined work performance expectations and professional development needs across the lifespan. These changes underscore the growing demand for adaptive, technologically proficient, and lifelong learners in both education and employment contexts. As such, educational systems must reconsider how they prepare individuals not only for current roles but also for sustained participation in dynamic and age-diverse work environments. In this context, strategic approaches to collaborative learning management and the creation of effective learning practices have become necessary, emphasizing knowledge and skills that are crucial for navigating an ever-changing society. This perspective aligns with the model developed by the Partnership for 21st Century Skills, which stresses the importance of life skills, particularly the 4Cs: critical thinking and problem-solving, communication, collaboration, and creativity and innovation.
Building on this framework, while specialized subjects and content knowledge remain integral in educational systems worldwide, young people and communities increasingly require management skills to adapt to and manage life in a globalized, dynamic world. These abilities are often described as “ways of thinking and working,” categorized as general skills (Australian Curriculum Assessment & Reporting Authority), enabling skills [8], or the 4Cs outlined by the P21 Partnership for 21st Century Learning [9]. Integrating the 4Cs with various ways of knowing is essential to make education relevant and effective in this unpredictable learning environment. Craft [10] noted that creative thinking has shifted from a purely educational and cultural concern to a focus on economic benefits. Similarly, Harris et al. [11] observed that creative thinking has become a key component of educational discourse, emphasizing its role in fostering infinite creativity while critiquing the marginalization of creativity for its intrinsic value. This underscores the necessity of equipping learners with the 4Cs as foundational tools for success in both educational and professional domains.
This study explores how Buddhist philosophy can inform contemporary education by integrating moral and spiritual development—particularly through core principles like mindfulness (sati), wisdom (paññā), and ethical conduct (sīla). While previous research has addressed mindfulness in education [12,13,14] and ethical training in monastic settings [15], a gap remains in philosophical studies that systematically connect Buddhist doctrine with modern educational theory. Much of the literature emphasizes therapeutic or practice-based approaches, with limited attention to how canonical teachings enrich foundational educational thought [16]. This research addresses that gap, offering a conceptual bridge between Buddhist thought and educational philosophy, with implications for both academic discourse and application in institutions such as Mahamakut Buddhist University. However, a gap exists in the empirical investigation of the relationship between Buddhism and Philosophy (BP) and its influence on Learning Skills (LS). Most existing research has been theoretical or philosophical [17,18,19], with limited empirical evidence on the components or practices within Buddhism and Philosophy that have a measurable impact on learning skills. Understanding these components could provide practical guidance for educators. This study focuses on participants who are predominantly Buddhist practitioners, including monks and laypeople deeply connected to Buddhist families and communities. These participants bring experience in practicing and adopting Buddhism and Philosophy in daily living. This study examines whether and how Buddhist and philosophical approaches influence the development of creativity and learning skills in educational settings. By exploring these causal relationships, the research addresses a gap in the literature and contributes to the academic discourse on Buddhist-informed pedagogy, aligning with Mahamakut Buddhist University’s vision of holistic and value-based education.

2. Objectives

The objectives of the present research on a Creative Approach to Enhancing Learning Skills Based on Buddhism and Philosophy (CLS–BP) were as follows: to analyze the components of enhancing Buddhism and philosophy that affect learning skills; to examine approaches grounded in Buddhism and philosophy that support the development of learning skills; and to evaluate the appropriateness and feasibility of innovative approaches for enhancing learning skills using Buddhism and philosophy as a foundation.

3. Theoretical Framework

3.1. Creative-Based Learning (CBL)

Creative-based Learning (CBL) [20] refers to a learning approach that emphasizes creative thinking and fosters the development of innovative thinking, problem-solving skills, and analytical thinking abilities in students. This method is based on the belief that students learn best when they actively participate in the learning process and are supported to think outside the box. CBL can take various forms, such as art projects, music and dance performances, theater productions, and writing. Additionally, it can be related to problem-solving activities that require students to think creatively and use their imagination to find solutions. Creative-based learning offers clear educational benefits. Studies show that digital tools [21], design thinking [22], and real-world problem solving [23] enhance creativity, boost engagement, and improve learning outcomes. Furthermore, CBL can help students develop various skills, such as communication, teamwork, and critical thinking, which are essential for success in the 21st century.
CBL is a valuable educational approach that helps students develop important skills and prepares them for future success. It is a teaching technique that encourages learners to utilize multiple thinking processes together, such as analytical thinking, synthesis, and evaluative thinking, to create something new or improve existing solutions. Creative-based learning as a teaching technique has evolved from problem-based learning (PBL) research without predefining the problem scenario. Therefore, the learning situations or topics that learners will learn and practice are based on their genuine interests. Thus, CLB has been studied in previous works, such as [24,25,26,27,28]. CBL enables learners to be enthusiastic about searching for reasoned answers, daring to express their opinions, and daring to present something different from others, and helps them practice linking situations to discover answers while accepting the opinions, suggestions, and recommendations of others with rationality. Learners can then use this input to develop or enhance their own work. Creative thinking is a high-level problem-solving process that requires the combination of various thinking processes, including fluency, flexibility, originality, and elaboration. Creative thinking is the ability to see things from new perspectives or to do things differently in a unique and non-repetitive way. It involves appropriately connecting unrelated things to create something new. The present study observed creative thinking through behaviors or observable outcomes, including (1) produced works, (2) performed processes, (3) skills used in terms of adaptability, and (4) individual personality and environmental conditions that influence creative thinking.

3.2. Enhancing Learning Skills

ELS is essential for the education system to respond to the challenges of the 21st century. To meet 21st-century challenges, education must prioritize learner-centered, active, and interdisciplinary approaches. Studies show that these methods are more effective than traditional ones in terms of fostering creativity, collaboration, and problem-solving. Vula et al. [29] highlighted that active writing enhances critical thinking in ESL learners, while Siyuan and Sriwisathiyakun [30] found online active learning boosts writing skills and engagement, especially among lower-level students. Ekizer and Yıldırım [31] further confirmed that ELT students value dynamic, tech-integrated environments for developing key skills. These findings affirm that effective inter-professional education (IPE) requires lifelong learning, appropriate technology, and supportive learning systems.
Active Learning Theory asserts that learners actively construct knowledge through engagement and interaction, rather than passively receiving information. Rooted in constructivism, it highlights the role of prior knowledge, interests, and goals in shaping meaningful learning experiences [32]. Research supports its effectiveness. Bonwell and Eison [32] identified key elements of active learning: learner participation, reduced passive instruction, and engagement in higher-order thinking. Ngo [33] affirmed that such strategies enhance understanding, retention, and academic performance. Active methods—like collaborative inquiry and problem-based learning—deepen metacognition and comprehension [34]. Lam et al. [35] emphasized that supportive environments further boost engagement by fostering respect and confidence. However, as Dag et al. [36] noted, activity alone does not ensure learning; structured reflection and facilitation are vital. Thus, active learning must balance freedom with guidance to be effective. By promoting autonomy and agency, active learning fosters intrinsic motivation and long-term growth [37]. This makes it particularly valuable for interdisciplinary and inter-professional education, where creativity, collaboration, and critical thinking are essential. In sum, Active Learning Theory is a research-backed framework that is crucial for developing 21st-century learners through student-centered, reflective, and skill-oriented engagement.

3.3. Buddhist and Philosophy Based Learning Skills

Philosophy and religion are sources of human wisdom that help individuals and the world develop and progress, as evident in the present era. Even modern sciences have their foundations rooted in philosophy and religion. Therefore, philosophy and religion will maintain their significant roles in the 21st century [38]. The crises of the 21st century reveal that separating philosophy from religion is both artificial and limiting. Loncar [39] argued that this divide marginalizes religion’s philosophical value in addressing human concerns. Chryssides and Whitenead [40] see religion as a bridge linking rational thought with human emotion and purpose. Likewise, Van der Merwe [41] emphasized the need for spiritual integration, warning that neglecting it leads to materialism and social disconnection. Together, these views highlight the urgency of reintegrating philosophy and religion to address modern global challenges holistically. The educational landscape in various countries reflects interesting trends, directions, and innovative approaches, encompassing methodologies, learning processes, subject content, and management systems to accommodate new forms of learning [42]. Thailand’s pursuit of long-term security, prosperity, and sustainability requires integrated development grounded in ethical, educational, and cultural values. Theravāda Buddhist philosophy, central to Thai society, provides a comprehensive framework through “Threefold Training” (tisikkhā), encompassing Sīla (moral conduct), Samādhi (mental discipline), and Paññā (wisdom), as outlined in the Pāli Canon (Dīgha Nikāya III.219). These principles foster mindfulness, compassion, and discernment—practical tools for ethical behavior, critical thinking, and responsible citizenship [43,44]. This research examines how Buddhist values such as non-harming (ahiṃsā), self-awareness, and contemplative insight contribute to both personal transformation and social well-being.
Buddhist-inspired and philosophically grounded learning approaches emphasize self-reflection, critical inquiry, and ethical conduct—principles central to transformative education [45]. Rooted in Theravāda teachings, these align with the cultivation of Sati (mindfulness), Vicāra (discernment), and Sīla (moral discipline), fostering holistic development [43,44]. Learners can develop the necessary skills and dispositions for ethical decision-making, personal growth, and social responsibility by integrating these approaches into educational practices. Consciousness and skill development in learning are closely interconnected, with each influencing and supporting the other in a complex manner [45]. By cultivating awareness, interest, and intellectual abilities, learners can enhance their learning abilities and acquire new knowledge and skills while simultaneously promoting personal growth and self-awareness. Philosophical principles are applied in teaching and learning at all levels and across various subjects [46], serving as tools for learners’ educational development through the continuous process of developing learning and teaching skills, including: (1) Information processing skills, (2) Enquiry skills, (3) Creative thinking skills, and (4) Evaluation skills.

Hypotheses

In this research, three key hypotheses have been established, as follows:
Hypothesis 1.
The components of Buddhism and philosophy have a correlation with learning skills.
Hypothesis 2.
There is a structural relationship between various factors in the creative approaches for enhancing learning skills based on Buddhism and philosophy.
Hypothesis 3.
The creative approaches for enhancing learning skills based on Buddhism and philosophy are appropriate and feasible.

4. Methodology

This research applies a mixed-method approach combining quantitative research using survey research methods and qualitative research using focus group discussions [47]. The research process consists of three steps, as follows:

4.1. Step 1: Variables Check

Identify the variables or items related to Learning Skills (LS) and Buddhist Philosophy (BP) that are believed to contribute to the enhancement of LS. These variables will be measured using survey items or other quantitative tools. The analysis will focus on the components that promote Buddhist principles and philosophy influencing learning skills, including Environment [26,48], Lifelong Learning [4], Individualized Learning Approaches tailored to learners’ needs [31], Appropriate Use of Technology in Learning [25], Improved Engagement [49], Enhanced Critical Thinking [32], Increased Collaboration [22], Building Confidence and Encouraging Exploration [10], Integrating Interdisciplinary Subjects [45], Utilizing Project-Based Learning [20], Promoting Student-Led Learning [36], Application of the Noble Eightfold Path or Maggas in The Long Discourses of the Buddha (Dīgha Nikāya III.219) [50], and Philosophical Factors rooted in Buddhist thought [42,51]. This step provides the foundation for analyzing the components of Buddhist principles and philosophy that have a direct impact on the development of learning skills through a creative and pedagogically grounded approach [52].

4.2. Step 2 Data Collection

First, we collected data from a sample of participants. We ensured that the sample size was adequate for our factor analysis; typically, a larger sample is better. The sample group was selected using quota sampling, including students from the Central University, affiliated with the Faculty of Religion and Philosophy, Faculty of Humanities, Faculty of Social Sciences, Faculty of Education, and Graduate School. The total sample was 1055 individuals [53]. A sample size of 282 individuals was determined using the formula by Krejcie and Morgan [54], with a 5% margin of error and a 95% confidence level using the following equation; n = [z2 ∗ p ∗ (1 − p)/e2]/[1 + (z2 ∗ p ∗ (1 − p)/(e2 ∗ N))]. The equation sets z = 1.96 at a 95% confidence level and a significance level of 0.05, where p = proportion of the characteristic of interest in the population (p = 0.5), expressed as a decimal, N = population size, and e = margin of error, which represents the acceptable level of sampling variability. To prevent the inclusion of incomplete data in the sample, the researcher set the sample size for this study at 290 people. To evaluate the appropriateness and feasibility of the aforementioned creative approach in terms of promoting learning skills based on Buddhism and philosophy, five experts were selected from a population of 20 using snowball sampling [54]. These experts, including professors, curriculum designers, and Buddhist scholars, were chosen for their extensive academic and professional experience in Buddhist education, learning theory, and philosophical pedagogy. The small sample size aligned with recommendation for in-depth focus group discussions in qualitative research [55]. Each session lasted 90–120 min and followed a semi-structured format to support thematic analysis and model development.

4.3. Step 3 Instrument

The research tool in this research was a closed-ended questionnaire in the form of a rating scale. The validity of the tool was examined by five experts, and the Inter-Item Correlation (IOC) for each item was found to be 1 [56]. The tool was then tested (try-out) with a non-target group of 30 students to determine its reliability. Statistical analysis and data processing were conducted using a 95% confidence level as the criterion for accepting data, with the consideration of Cronbach’s Alpha Coefficient for assessing the measurement error of questionnaires (α = 0.857) and a suitability and feasibility evaluation form (α = 0.974). According to the interpretation of the reliability level of Alpha, Cronbach’s α was as follows: >0.7 = Acceptable, >0.8 = Good, and >0.9 = Excellent [57]; the semi-structured interview question consistency at S-CVI = 0.983 [58].

4.4. Step 4 Analyzing

The statistical analysis methods used in this step included descriptive statistics, mean values, standard deviations, and inferential statistics Criteria for Interpreting Mean Scores of Opinions. The mean score interpretation was based on the Formula for Class Interval Width [59]: Class Interval Width = (5 − 1)/5 = 0.80. The criteria for interpreting the mean scores of opinions were set as follows: 4.21–5.00 as Strongly agree, 3.41–4.20 as Agree, 2.61–3.40 as Neutral, 1.81–2.60 as Disagree, 1.00–1.80 as Strongly disagree [60]. Statistics were used to exploratory factor analysis, the Kaiser-Meyer-Olkin (KMO) [61] measure of sampling adequacy, Bartlet’s test of Sphericity, Chi-square, Exploratory Factor Analysis, and Principal Component Analysis (PCA). The analysis included considerations of Factor Extraction, using EFA to extract factors. This step helped to identify the underlying components (factors) that explained the correlations among variables. Our analysis used statistical software, i.e., IBM SPSS Statistics version 27, R, Factor Rotation [62]. After extracting factors, rotation was applied to improve interpretability. Common rotation methods include Varimax, Promax, and Oblimin, among others.
We then examined the factor loadings for each variable. Factor loadings indicate how strongly each variable is associated with a particular factor. Variables with high loadings on a factor are considered to be part of that factor. We then interpreted the factors based on the variables loaded onto them. We tried to label and understand what each factor represented in terms of the enhancement of LS based on BP. Finally, we assessed the validity and reliability of the extracted factors. This step involved examining the internal consistency of the factors and ensuring that they made theoretical sense.

4.5. Step 5: The Development of CLS–BP Involved a Multi-Step Data Analysis

In the first phase, the study analyzed components that influenced the creative approach to enhancing learning skills using Buddhist and philosophical principles. This was followed by the drafting of an initial framework by a group of experts in the second phase. The analysis in the latter phase employed qualitative research methods, specifically, focus group discussions with five experts. The objective was to develop and evaluate the first draft of the creative approach in terms of enhancing learning skills based on Buddhism and philosophy, which, while developed, might not yet be complete. The evaluation utilized the framework of creative pedagogy as outlined by Aleinikov and Mayambu [52], focusing on synthesizing key content points to support and refine the creative approach. This process led to the development of a second draft, which was assessed using a suitability and feasibility evaluation form. The results were analyzed, interpreted, and reported using means ( x ¯ ), percentages (%), standard deviations (SD), and rankings. The data obtained were used to make adjustments based on recommendations, leading to the creation of the final version of the creative approach. Suggestions for the creative approach to enhancing learning skills based on Buddhism and philosophy were derived from a qualitative data analysis, summarized, and described under key thematic areas (Content Analysis). To ensure the trustworthiness of the qualitative findings, member checking was employed. After the initial analysis and draft model development, the summarized findings and interpretations were shared with the same group of experts for validation and feedback. In addition, triangulation was achieved through the integration of findings from both the quantitative factor analysis and the qualitative expert validation, ensuring convergence of evidence from multiple data sources.

4.6. Step 6: Report Findings

This study identifies and interprets the key factors that contribute to the enhancement of learning skills through the integration of Buddhist and philosophical principles. The analysis focuses on the components that influence the promotion of learning skills within this framework. Specifically, the research explores the current context, general conditions, and essential elements that impact the development of learning skills among the target population. The findings underscore the relevance of Buddhist doctrines and philosophical thought in cultivating cognitive, emotional, and ethical capacities that may be conducive to lifelong learning and academic development.

5. Results

5.1. Analysis Results for Hypothesis 1 (The Components of Enhancing of Buddhism and Philosophy Have a Correlation with Learning Skills)

Demographic data were collected from the participants (n = 290). The collected data, summarized in Table 1, include gender, age, faculty affiliation, year of study, religious affiliation, and the frequency of participation in religious activities. These demographic factors provide insights into the contextual background of the respondents and served as a basis for analyzing variations in learning skill development within the framework of Buddhist and philosophical perspectives.
The demographic analysis of the 290 respondents (100%) revealed the following. Gender: the sample consisted of 162 males (56.00%) and 128 females (44.00%). Age: 17–19 years—62 respondents (20.80%), 20–22 years—86 respondents (30.04%), 23–25 years—94 respondents (32.66%), 26 years and above—48 respondents (16.50%). Affiliation: Faculty of Religion and Philosophy—74 respondents (25.80%), Faculty of Humanities—42 respondents (14.03%), Faculty of Social Sciences—81 respondents (28.57%), Faculty of Education—93 respondents (31.60%). Year of Study: 1st Year—90 respondents (31.03%), 2nd Year—80 respondents (27.59%), 3rd Year—70 respondents (24.14%), 4th Year—50 respondents (17.24%), Religion: Buddhism—250 respondents (86.21%), Other religions—40 respondents (13.79%). Frequency of Religious Activities (times/month): Never—50 respondents (17.24%), Less than 5 times/month—46 respondents (15.86%), Regularly 6–10 times/month—94 respondents (32.41%), More than 11 times/month—100 respondents (34.48%).
The inferential statistical analysis using Exploratory Factor Analysis (EFA) focused on examining the components of promoting Buddhist principles and philosophy that positively impact learning skills. The goal was to identify creative methods that could be effectively applied in educational systems. EFA was chosen as a suitable tool for this research as it helps identify the underlying structure within a complex data set by grouping related variables into factors. This method provides insights into the structure and factors influencing the development of learning skills based on Buddhist principles and philosophy. Such insights are crucial for guiding educational strategies and improving teaching and learning systems at universities focusing on intellectual and moral development using religious principles. The data analysis met the quantitative criteria based on the sample size relative to the number of variables, which included 25 items. With a sample size of 290 participants, which exceeds the 10:1 ratio recommended for factor analysis, the data were deemed to be sufficient for conducting the EFA [63,64]. The variables included opinions on learning skill enhancement (eight items), creative teaching methods (eight items), the promotion of learning skills using Buddhist principles (eight items), and factors influencing learning skill enhancement based on philosophical principles (five items). Prior to conducting the factor analysis, the following results were obtained: a descriptive statistical analysis of the 25 variables gathered from a sample of 290 participants including mean values and standard deviations, as presented in Table 2.
Table 2 displays the variables with the highest mean scores, i.e., “Improved Engagement” and “Right Effort,” both with a mean of 4.84. This indicates that respondents viewed these factors as the most significant in terms of promoting learning skills. The variables with the lowest mean scores were “Lifelong Learning” and “Metaphysics,” with means of 4.61, although this may still be considered high. Most standard deviations were below 0.5, indicating a low spread of data and consistent opinions among respondents for each variable. This analysis demonstrated a high level of acceptance for integrating Buddhist principles and philosophy into promoting learning skills, suggesting these approaches could effectively guide educational development and learning.
The correlation matrix for the creative approaches to learning skill enhancement using Buddhism and philosophy provided a comprehensive view of the relationships among various variables. The values ranged from −1 to 1, where values close to 1 indicated a high positive correlation between two variables, meaning as one increased, the other tended to increase as well, while values close to −1 indicated a high negative correlation, meaning as one variable increased, the other tended to decrease; finally, values close to 0 suggested little to no correlation, indicating that the variables did not significantly influence each other.
The correlation matrix in Table 3 provides insight into how different factors interacted. These insights can help in prioritizing areas for development and ensuring a balanced approach to enhancing learning skills through the integration of Buddhist and philosophical principles. The analysis of variable correlations revealed several noteworthy relationships. First, there was a moderate positive correlation (0.527) between LBP1 (Environment) and LBP3 (Proper Learning with Learners’ Individual Learning); this suggested that a conducive environment would moderately enhance the suitability of learning approaches tailored to individual learning styles. Second, there was a strong positive correlation (0.677) between LBP3 (Proper Learning with Learners’ Individual Learning) and LBP9 (Encouraging Exploration), indicating that environments conducive to personalized learning approaches would also strongly encourage exploration among learners. Third, there was a weak negative correlation (−0.224) between LBP2 (Lifelong Learning) and LBP23 (Aesthetics). This might suggest that an increased emphasis on lifelong learning could potentially detract from the focus on aesthetic aspects, or vice versa.
High Inter-Variable Correlations: The determinant of the matrix was close to zero (1.224 × 10−8), indicating high multicollinearity among the variables. This suggested that some variables might not have provided unique information compared to others, potentially indicating redundancy or overlap in the data. Variables such as LBP9 (Encouraging Exploration), LBP10 (Integrating Different Subjects), LBP11 (Using Project-Based Learning), and LBP12 (Promoting Student-Led Learning) had correlations exceeding 0.8. This indicated that these approaches were likely related or had similar impacts on promoting learning skills. Negative or Low Correlations: Variables like LBP2 (Lifelong Learning) and LBP23 (Aesthetics) showed negative or low correlations, suggesting that focusing on one might reduce the emphasis or effectiveness of the other. Understanding these correlations is crucial for identifying closely related or interdependent strategies, aiding in the development of comprehensive and integrated learning approaches based on Buddhism and philosophy.

5.2. Hypothesis 2: There Is a Structural Relationship Between Various Factors in the Creative Approaches for Enhancing Learning Skills Based on Buddhism and Philosophy

To determine the suitability of conducting factor analysis on the data, the Kaiser-Meyer-Olkin (KMO) measure and Bartlett’s Test of Sphericity were utilized. These tests help assess whether data are appropriate for factor analysis by evaluating the sampling adequacy and the relationships among variables. Table 4.
The Kaiser-Meyer-Olkin (KMO) value of 0.938 was well above the threshold of 0.5, indicating that the sample size was adequate for factor analysis (see Table 4). Values closer to 1 are preferable, and a value above 0.7 is generally considered good. A value of 0.938 suggests that the data are very suitable for factor analysis.
Bartlett’s Test of Sphericity: The test yielded a Chi-Square value of 5098.168 with 300 degrees of freedom, and the p-value was <0.001. This result was statistically significant (p < 0.05), indicating that the correlation matrix was not an identity matrix and that there were significant relationships among variables. This justified the use of factor analysis. These results confirmed that the data were appropriate for factor analysis, supporting the validity of subsequent factor extraction and interpretation processes.
To understand how well the selected factors accounted for the total variance in the data, we analyzed the Total Variance Explained. This analysis included the following components: Eigenvalues (λ), which indicate the amount of variance explained by each factor; the Percentage of Variance, which represents the proportion of variance explained by each factor, expressed as a percentage; and the Cumulative Percentage, which shows the cumulative total of the variance explained by the factors, which, in turn, helps in understanding how many factors are needed to explain a significant amount of variance. Typically, factors with an Eigenvalue greater than 1 are considered significant. This criterion is based on the Kaiser criterion, which recommends retaining factors that have Eigenvalues above 1 because they explain more variance than a single variable.
Factors with Eigenvalues greater than 1 are typically retained for further analysis. In this case, the first five factors met this criterion. The Extraction Sums of Squared Loading values show the amount of variance explained by each factor after extraction. For the first five factors, the percentage of variance explained remained high, indicating that they captured a significant portion of the variance. After rotation, which is used to simplify the factor structure, the first five factors still had high variance, with the total cumulative percentage reaching 88.81%. This analysis helped in determining the number of factors to retain based on their ability to explain variance. In this case, the factors that accounted for significant variance were retained for further interpretation and application. Below are the results of the Total Variance Explained analysis for the factor structure of the creative approaches to promoting learning skills based on Buddhism and philosophy. The analysis was conducted using Principal Component Analysis (PCA) [65]. The data presented in Table 5 highlight the initial Eigenvalues, which indicate the amount of variance explained by each component before rotation. Eigenvalues reflect the importance of each component in terms of explaining the variance in the dataset. Component 1 had an Eigenvalue of 10.016 and explained 40.066% of the total variance in the data. Component 2 had an Eigenvalue of 2.199 and accounted for 8.797% of the total variance. Component 3 had an Eigenvalue of 1.609 and explained 6.435% of the total variance. Component 4 had an Eigenvalue of 1.448 and accounted for 5.791% of the total variance. Finally, Component 5 had an Eigenvalue of 1.077 and explained 4.308% of the total variance. These components collectively provided insights into how different factors contributed to explaining the overall variability in the dataset, with the first component accounting for the most significant portion of the variance.
Analysis of Component Relationships (Table 6) involves examining the relationships among all variables and the factors using the Component Matrix, Pattern Matrix, and Structure Matrix for creative approaches to promoting learning skills based on Buddhism and philosophy. The goal was to determine which variables were associated with which factors and to interpret the meaning of each factor. This matrix shows the Factor Loadings after rotation, which facilitates the interpretation of factors. High loadings indicated strong relationships among variables and factors, while low loadings suggested weaker or no relationship. Rotation helps in achieving a clearer, more interpretable structure of the factors. Structure Matrix: This matrix illustrates the structural relationships among variables and factors, calculated from the correlations of all variables with the factors. It provides insight into how each variable was related to each factor in a more complex manner, i.e., beyond the simple loadings. These matrices collectively assisted in understanding which variables were associated with each factor and the relative importance of these variables in terms of defining the factors.
From the analysis of the Factor Loadings in the Component Matrix, the research team designated names for Factors 1 through 5 based on the criteria for naming factors [66]. The naming process involved several steps., as follows. Examining Factor Loadings: The analysis focused on the highest Factor Loadings for each variable, as these values indicated the strongest relationships among the variables and the factors. Grouping Variables: Variables with high Factor Loadings in the same factor were assessed to determine if they shared similar characteristics or content. The goal was to identify themes or overarching topics that these variables collectively represented. Interpreting Variable Meanings: The meanings and content of each variable were considered, including their relevance to specific topics such as environment, learning, technology, or philosophical principles. Naming the Factors: The names given to the factors aimed to reflect the core theme or principal topic represented by the variables within each factor. The names were chosen to be clear, meaningful, and concise, accurately capturing the essence of the variables included in each factor. Based on these guidelines, the factors were named as follows: Factor 1 (Component 1—Holistic and Integrative Learning). This factor includes variables with high Factor Loadings, i.e., LPB9, LPB10, LPB11, LPB12, LPB13, LPB14, LPB15, LPB16, and LPB17. These variables are associated with exploration, the integration of subjects, project-based learning, student-centered learning, and the principles of right view, right intention, right speech, right action, and right livelihood. They represent aspects of holistic and integrative learning. Factor 2 (Component 2—Buddhist Approach, Philosophical, and Ethical Thinking). This factor includes variables with high Factor Loadings, i.e., LPB18, LPB19, LPB20, LPB21, LPB22, and LPB24. These variables are related to right effort, right mindfulness, right concentration, epistemology, ethics, and metaphysics. They reflect the development of philosophical and ethical thinking skills. Factor 3 (Component 3—Learning and Technology). This factor includes variables with high Factor Loadings, i.e., LPB2, LPB4, and LPB6. These variables are associated with lifelong learning, appropriate technology use for learning, and advanced critical thinking. They represent the integration of learning with technology. Factor 4 (Component 4—Engaged and Creative Learning). This factor includes variables with high Factor Loadings, i.e., LPB2 and LPB5. These variables pertain to lifelong learning and enhanced engagement. They emphasize promoting engaged and creative learning experiences. Finally, Factor 5 (Component 5—Practice and Aesthetics). This factor includes variables with high Factor Loadings, i.e., LPB22, LPB23, and LPB25. These variables are related to ethics, aesthetics, and the epistemology of practice. They focus on developing practical skills and the aesthetics of spiritual practice. These factor names aim to provide a clear and concise representation of the underlying themes associated with each group of variables.
The Component Correlation Matrix is used to examine the relationships among the extracted factors. The results are presented in the Table 7; this matrix shows the correlation values between different factors. High correlation values indicate that the factors were closely related, while low values suggest weaker relationships. Analyzing this matrix helped to understand the structural relationships among the factors and assess how closely the extracted factors were related. Here is a summary of the Component Correlation Matrix.
Analysis of Factor Correlations. Component 1 (Holistic and Integrative Learning) showed a positive correlation with Component 2 (0.326), indicating a moderate linkage between holistic and integrative learning and philosophical and ethical thinking. It also had a positive correlation with Component 4 (0.166), suggesting some connection with engaged and creative learning. However, Component 1 had minimal correlations with Component 3 (0.152) and Component 5 (−0.038). Component 2 (a Buddhist Approach to Philosophical, and Ethical Thinking) exhibited a positive correlation with Component 1 (0.326) and a very weak correlation with Component 3 (0.091), Component 4 (0.007), and Component 5 (−0.071), indicating that its relationship with other factors was relatively limited. Component 3 (Learning and Technology) showed weak correlations with all other factors, i.e., Component 1 (0.152), Component 2 (0.091), Component 4 (−0.013), and Component 5 (0.031), reflecting minimal interconnections. Component 4 (Engaged and Creative Learning) was positively correlated with Component 1 (0.166) but hasd minimal correlations with Component 2 (0.007), Component 3 (−0.013), or Component 5 (0.032). Component 5 (Practice and Aesthetics) had weak correlations with all other factors, i.e., Component 1 (−0.038), Component 2 (−0.071), Component 3 (0.031), and Component 4 (0.032), indicating that it was less related to the other components.
A content analysis was conducted to address Objective 2, i.e., to analyze creative approaches to promoting learning skills based on Buddhism and philosophy. This analysis was carried out using qualitative data analysis methods. The data were collected through interviews with 15 expert informants, who provided insights on various aspects of the topic using the Nominal Group Technique (NGT). NGT is an effective method for stimulating individuals and groups to generate ideas, solve problems, and make decisions [67]. The interviews, which were structured in nature, focused on creative approaches to promoting learning skills based on Buddhism and philosophy. The interview guide was divided into three sections: Section 1—basic demographic factors, comprising six questions; Section 2—creative approaches with potential impacts on promoting learning skills based on Buddhism and philosophy, consisting of five open-ended questions; and Section 3—suggestions for enhancing learning skills based on Buddhism and philosophy, containing one open-ended question. Section 2 and Section 3 included open-ended questions to gather comprehensive and detailed responses. Figure 1.
The analysis of demographic data revealed the following: The majority of respondents were male (80%), with only a small percentage being female (20%). This distribution may reflect gender disparities within the field of Buddhist and philosophical education. Most respondents were from an age group with extensive work experience, particularly 50 years and above (60%). This indicated a high level of knowledge and experience in the study of Buddhism and philosophy. The majority of respondents held advanced academic positions (Associate Professor, Ph.D.), indicating high educational attainment and expertise in their academic fields. Respondents had diverse areas of expertise, reflecting the application of Buddhist and philosophical knowledge across various professional domains. Most respondents had extensive work experience (more than 16 years), highlighting their expertise and stability in the field of Buddhist and philosophical studies. The majority of respondents engaged in religious activities regularly (more than 11 times per month), demonstrating a strong adherence to and commitment to religious practices.
The content analysis aimed to explore innovative and creative approaches to enhancing learning skills grounded in Buddhist and philosophical principles. This process involved systematically categorizing key concepts, perspectives, and interpretative frameworks in order to align them with the components identified through quantitative data analyses. As illustrated in Figure 1, the analyses revealed five core components central to the development of learning skills within this context: (1) Holistic and Integrative Learning, (2) Philosophical and Ethical Thinking, (3) Learning and Technology, (4) Engaged and Creative Learning, and (5) Practice and Aesthetics. A component analysis resulted in the following conclusions. Component 1 (Holistic and Integrative Learning): This approach involves integrating fundamental principles into the learning process, creating connections between theory and practice, developing analytical and critical thinking skills, learning from real experiences, and linking Buddhism and philosophy to learning. Practices include meditation and mindfulness in learning, engaged and creative learning, developing communication skills and teamwork, connecting knowledge across disciplines, and promoting lifelong learning. Component 2 (Philosophical and Ethical Thinking): This approach emphasizes applying ethical and moral principles in daily life, practicing rational thinking based on philosophical principles, developing critical thinking skills, learning through questioning and searching for answers, studying case studies and simulations, engaging in discussions and exchanging views, applying Buddhist concepts in philosophical thinking, considering multiple perspectives, using philosophy to solve everyday problems, and learning ethics through community-related activities. Component 3 (Learning and Technology): This approach includes using digital technology for learning, developing online teaching materials aligned with Buddhist principles, employing virtual reality (VR) for learning simulations, developing ethical technology skills, using e-learning platforms for personalized learning, learning through social media and online communication, creating interactive learning content, using educational applications to enhance learning skills, developing educational games focusing on Buddhist philosophy and ethics, and training instructors in technology use. Component 4 (Engaged and Creative Learning): This approach focuses on stimulating engaged learning through group activities, fostering creative problem-solving, using experiential learning methods, creating a fun and engaging learning environment, integrating communication and teamwork skills, applying Buddhist concepts in learning, learning through experiences and experiments, using technology as a learning tool, developing diverse and flexible teaching methods, and enhancing critical thinking and decision-making skills. Component 5 (Practice and Aesthetics): This approach emphasizes practicing Dharma and meditation, instilling ethics and morals in daily life, teaching students the beauty of life through Dharma practice, cultivating inner beauty and personal development, applying Buddhist concepts in the development of art and aesthetics, practicing mindfulness and self-awareness, using Dharma to create beauty in society, fostering a beautiful culture and environment in learning communities, organizing activities that promote Dharma and ethics in schools, and using Dharma as a guide for creating art and culture.

5.3. Hypothesis 3: Creative Approaches for Enhancing Learning Skills Based on Buddhism and Philosophy Are Appropriate and Feasible

The analysis of the appropriateness of the proposed creative approaches revealed the following. The concept was evaluated as having a high degree of theoretical appropriateness ( x ¯ = 4.80, S.D. = 0.4); this high average score and low standard deviation indicated a strong consensus among evaluators regarding the theoretical soundness of the concept. Additionally, the content was assessed as being suitable ( x ¯ = 4.40, S.D. = 0.8); the average score suggested that while the content is generally considered appropriate, there is a wider range of opinions compared to the theoretical appropriateness. Also, the proposed process was rated as very suitable ( x ¯ = 4.80, S.D. = 0.4); this score reflected a high level of agreement among evaluators that the process was well-designed and effective. The objectives were rated as exceptionally clear ( x ¯ = 5.00, S.D. = 0); this perfect score with no standard deviation indicated unanimous agreement on the clarity of the objectives. The concept was also deemed to be a good problem-solving approach ( x ¯ = 4.60, S.D. = 0.8); this score showed a positive evaluation of the concept’s effectiveness in terms of addressing problems, although there was some variability in opinions. The concept was evaluated as being valuable if implemented ( x ¯ = 4.80, S.D. = 0.4); this high average score with a low standard deviation demonstrated strong agreement on the concept’s potential value. The ease of implementing the concept was rated as somewhat difficult ( x ¯ = 3.40, S.D. = 0.49); this score indicates that while the concept is valuable, there would be challenges associated with its implementation. Finally, the level of detail in the concept was rated as excellent ( x ¯ = 4.60, S.D. = 0.49); this score reflects a strong positive evaluation of the thoroughness and comprehensiveness of the concept. Overall, the creative approaches to enhancing learning skills based on Buddhism and philosophy were found to be highly appropriate ( x ¯ = 4.80, S.D. = 0.4); the high average score and low standard deviation indicate a strong consensus among evaluators that these approaches are both suitable and practically applicable.
The findings revealed that the creative approaches described in this paper are theoretically sound, practical, and valuable for educational settings, particularly in fostering learning skills rooted in Buddhist philosophy. However, certain aspects, such as content adaptability and ease of implementation, require additional attention to maximize their effectiveness. The consistency in high scores across multiple dimensions underscores the holistic and integrative nature of these approaches. By linking philosophical and ethical thinking with practical learning strategies, the concept offers a balanced framework for addressing the cognitive, emotional, and moral development of learners.
To address challenges in implementation, educators must receive comprehensive training in Buddhist principles and their practical applications in education. Workshops and seminars could help bridge knowledge gaps and build confidence among educators. Additionally, given the variability in content suitability, approaches should be tailored to fit diverse educational contexts. Collaborative feedback from educators, learners, and community stakeholders could guide these adaptations.
The analysis confirmed that the creative approaches described in this paper for enhancing learning skills based on Buddhism and philosophy are both appropriate and feasible. While the theoretical and practical foundations are robust, addressing implementation challenges and contextual variability will be critical for their success. With proper training, resources, and iterative refinement, these approaches have the potential to significantly enhance educational outcomes and foster holistic development in learners.

6. Discussion

6.1. Discussion of Survey Data Analysis Results Evaluating Components of Promoting Buddhist Principles and Philosophy Affecting Learning Skills

Objective 1. The findings of this study reveal that key components such as the learning environment, improved engagement, and creative teaching practices play significant roles in promoting learning skills. These results align closely with recent research, illustrating their consistency, relevance, and applicability within contemporary educational frameworks.
Survey respondents rated the learning environment as highly significant, with an average of means of x ¯ = 4.7, S.D. = 0.59. This highlights the importance of a conducive learning environment in terms of fostering engagement and skill development. According to policy and planning division [68], a supportive environment is a cornerstone of effective 21st-century pedagogies, as it nurtures cognitive, emotional, and social growth. Similarly, Gross [51] emphasized that a Buddhist-inspired environment encourages mindfulness, ethical behavior, and a sense of community, creating a holistic foundation for both personal and academic success. In this study, the learning environment’s role is particularly vital for integrating Buddhist principles into education. These principles, rooted in mindfulness and ethical reflection, align with 21st-century competencies that emphasize collaboration, creativity, and adaptability.
The sub-factor of improved engagement received the highest average means, i.e., x ¯ = 4.84, underscoring its critical role in promoting learning skills. This finding resonates with Craft [10], who asserted that creative teaching methods enhance student participation and enthusiasm for learning, leading to improved outcomes. Engagement is further linked to Buddhist principles, such as cultivating focused attention and awareness, which enhance students’ ability to navigate complex tasks and build meaningful connections with their learning. Fredricks, Blumenfeld, and Paris [49] also noted that engagement fosters classroom discussions and critical thinking, elements critical to building a collaborative and creative learning environment. The present study reinforces these ideas by demonstrating how Buddhist philosophy, with its emphasis on mindful attention and ethical inquiry, can be a powerful tool for fostering engagement.
Project-based and student-centered learning were identified as highly effective methods in this study, aligning with Thomas [68] and Sulong et al. [56]. These approaches promote deep understanding and real-world application of knowledge, which are essential for 21st-century learners. Within the framework of Buddhist principles, these methods encourage self-reflection, responsibility, and ethical decision-making. Hattie [69] highlighted how Buddhist philosophies advocate for experiential learning that is not only intellectually stimulating but also morally enriching. By fostering collaboration, time management, and critical thinking, project-based learning aligns seamlessly with Buddhist teachings on interdependence and personal growth.
The present study’s emphasis on creative teaching practices aligns with numerous recent studies in educational research. For example, Craft [10] identified critical thinking as a key component of creativity, which benefits significantly from active and engaging teaching strategies; Malecka et al. [70] highlighted the need for pedagogies that empower students to take ownership of their learning, fostering autonomy and adaptability; Finally, Nasawaeng [71] illustrated how Buddhist principles can support ethical reflection and mindful learning, contributing to both personal and academic development.
The present study demonstrates how traditional Buddhist values can harmonize with contemporary educational strategies, offering a unique model for holistic and integrative learning. The findings suggest that curricula and teaching methods should prioritize creative, project-based, and student-centered approaches to enhance educational quality. Activities should focus on fostering engagement, confidence, and critical thinking while encouraging students to explore and reflect on their learning. Aligning these strategies with Buddhist principles offers a pathway for addressing both academic and moral development. For example, Nasawaeng [71] highlighted how mindfulness practices can support students in managing stress and improving focus, while Widodo, et al. [72] advocate for curricula that prepare students for the complexities of the 21st century. By integrating these insights, educators can develop strategies that are both locally rooted and globally relevant.
Furthermore, Attadeepo, et al. [73] aligned this view with Buddhist-inspired environments, which incorporate mindfulness, ethical behavior, and a sense of interconnectedness. By fostering ethical reflection and mindfulness, these environments create holistic learning experiences that align with global educational goals, emphasizing collaboration, adaptability, and creativity. The role of the learning environment is particularly critical when integrating Buddhist principles into education. For example, mindfulness practices grounded in Buddhist traditions can help students build emotional resilience and focus, which are essential for navigating complex academic and personal challenges. Thus, creating learning environments that incorporate these elements can significantly enhance both personal and academic success. The findings of this study highlight the profound connections between creative teaching practices and Buddhist philosophy in terms of promoting learning skills. Improved engagement, project-based learning, and a supportive learning environment are not only consistent with prior research but also underscore the potential of integrating traditional values into modern education. By prioritizing mindfulness, ethical reflection, and student-centered approaches, educators can create a robust framework for holistic learning that addresses the needs of diverse learners in both local and international contexts. This integration provides a meaningful pathway for enhancing educational quality and preparing students to thrive in an interconnected world.

6.2. Discussion of the Analysis of Creative Approaches to Enhancing Learning Skills Based on Buddhism and Philosophy

In addressing Objective 2, i.e., to analyze creative approaches to enhancing learning skills based on Buddhism and philosophy, and to test Hypothesis 2, i.e., that creative approaches to enhancing learning skills using Buddhist principles and philosophy are structurally related to various factors, our structural analysis revealed that most factors had low to moderate positive correlations. Factor 1 (Holistic and Integrative Learning) showed the strongest positive correlation with Factor 2 (Philosophical and Ethical Thinking), with an average mean of ( x ¯ = 0.326), indicating a significant connection between these two factors. Factor 3 (Learning and Technology) and Factor 5 (Practice and Aesthetic of Mind and Wisdom) had weaker correlations with other factors, suggesting high independence from other factors in the dataset. The Component Correlation Matrix provided insights into the structural relationships among the extracted factors, which are crucial for interpretation and application in further research.
Most factors exhibited low to moderate positive correlations, indicating some level of connection among them within the context of learning based on Buddhist principles and philosophy. Holistic and Integrative Learning vs. Philosophical and Ethical Thinking Factor 1 (Holistic and Integrative Learning) exhibited the highest positive correlation with Factor 2 (Philosophical Thinking, Philosophy, and Ethics), with average means of ( x ¯ = 0.326), reflecting a moderate relationship. This finding underscores a significant connection between holistic learning and philosophical thinking, highlighting the importance of integrating these dimensions into educational frameworks.
Although the correlations among holistic learning and other factors were not as strong as those with Factor 2, the results still affirmed the relevance of holistic learning in fostering an educational environment that is adaptable and multidimensional. Additionally, the relatively weaker correlation of philosophical and ethical thinking with other factors pointed to its specific role in integrating Buddhist principles and philosophy within the learning process. This demonstrated the nuanced and context-dependent influence of these components.
The findings in this study align with the research conducted by Unjitsakun, et al. [74], who proposed a model for preparing for changes related to becoming a smart city in Hua Hin municipality. The study of Unjitsakun, et al. [74] emphasized the necessity of preparation and the integration of diverse factors for effective development. Similarly, the present study reveals the interconnectedness of holistic learning and its integration with other elements, particularly those related to philosophical and ethical thinking.
While The study of Unjitsakun, et al. [74] research focused on urban development and smart city preparedness, this study extends those principles into the realm of education by demonstrating how Buddhist principles and philosophical thinking contribute to holistic learning frameworks. The emphasis on integrating ethical and philosophical dimensions into learning highlights the existence of an innovative approach to educational development, adding depth and cultural relevance to the findings.

6.3. Discussion of the Appropriateness and Feasibility of Creative Approaches to Enhancing Learning Skills Based on Buddhism and Philosophy

Objective 3: To analyze the appropriateness and feasibility of creative approaches to enhancing learning skills based on Buddhism and philosophy. The research findings indicate that the proposed approaches are both appropriate and practically applicable within the context of Thai society. Evaluations by a diverse group of experts enhance the credibility of the data and research results. The appropriateness of the applied approaches was assessed, yielding an average mean of x ¯ = 0.326 and a standard deviation of 0.40, reflecting strong consensus among evaluators on the high suitability of these approaches. The integration of Buddhist principles and philosophy in the teaching process can significantly enhance students’ analytical skills, ethics, and mindfulness. Our findings also support the development of holistic learning, which has been studied in various research works [75,76]. Incorporating Buddhist principles not only fosters holistic learning but also helps students develop critical thinking, problem-solving skills, and wisdom in decision-making. Studies by Hanh, N. [75] and Gyatso [76] further support the hypothesis that integrating Buddhist principles into the learning process creates an environment conducive to sustainable and meaningful learning.
The feasibility of the proposed approaches was assessed, yielding an average mean x ¯ = 4.57 and a standard deviation of 0.40, indicating strong agreement among evaluators about the high feasibility of implementing these approaches. The approaches could be effectively applied in various educational settings to develop students’ learning skills in a manner that is both efficient and contextually relevant to Thai society. This is consistent with the study by Attadeepo, et al. [73] on “Activities Promoting Morality and Ethics in Schools by Monastic Teachers.” Their study found that four types of activities—curriculum enrichment activities, daily/weekly activities, activities on important Buddhist occasions, and other special activities—can effectively promote students’ knowledge alongside morality and ethics. These activities help integrate knowledge and virtues to enhance quality of life in a suitable and fulfilling manner. These findings are further supported by Lam and Tang [35], who argue that integrating knowledge and virtues improves students’ quality of life and prepares them for sustainable success. The alignment with previous research underscores the reliability and validity of the approaches proposed in the present study, affirming their potential to enhance educational outcomes in a culturally relevant manner. The incorporation of Buddhist principles and philosophy into education promotes a holistic framework for learning. It fosters critical thinking, ethics, mindfulness, and wisdom, aligning with the findings of Hanh, N. [75] and Gyatso [76]. Those studies emphasized that Buddhist principles create an environment that is conducive to meaningful learning by encouraging self-awareness, ethical decision-making, and reflective practices. Moreover, the integration of philosophy helps cultivate analytical skills, enabling students to engage deeply with complex issues. This multidimensional approach harmonizes intellectual, ethical, and emotional development, fostering learners who are equipped to navigate both academic and life challenges.
In summary, the analysis in our study confirmed that creative approaches based on Buddhism and philosophy are both appropriate and feasible for improving learning skills in the Thai educational context, with strong support from expert evaluations and alignment with previous research. Such approaches may be the following: the implementation of mindfulness practices, such as meditation and mindful breathing, into daily school routines to enhance focus and emotional regulation; ethical discussions, incorporating philosophical and ethical debates into classroom activities to develop students’ critical thinking and moral reasoning; and interdisciplinary learning, i.e., developing curricula that combine Buddhist teachings with contemporary subjects, encouraging students to connect traditional wisdom with modern knowledge.
By integrating traditional Buddhist values with contemporary pedagogical strategies, educators can create meaningful and sustainable learning experiences that prepare students for the complexities of the modern world while honoring their cultural heritage. This synthesis of ancient wisdom and modern innovation represents a transformative model for educational excellence.

7. Conclusions

This study investigated the effectiveness of creative approaches to enhancing learning skills based on Buddhism and philosophy. The research objectives were to analyze the components of these approaches, assess their structural relationships, and evaluate their appropriateness and feasibility. The analysis revealed five key components in the proposed creative approach: holistic and integrative learning, philosophical and ethical thinking, learning and technology, participatory and creative learning, and practice and mental beauty. Each component plays a crucial role in shaping effective learning strategies. The integration of these components supports the development of a comprehensive learning environment that fosters critical thinking, ethical behavior, and holistic understanding.
A structural analysis using the Component Correlation Matrix indicated that most factors have low to moderate positive correlations. Notably, the strongest correlation was between holistic and integrative learning and philosophical and ethical thinking, reflecting a significant link between these aspects. The factors of learning and technology and practice and mental beauty demonstrated lower correlations, suggesting greater independence. These insights highlight the interconnectedness of various educational components while acknowledging the unique contributions of each factor.
The study assessed the appropriateness and feasibility of the creative approaches based on expert evaluations. The findings demonstrated high appropriateness, with an average score of 4.80 and a standard deviation of 0.40, indicating strong agreement among experts regarding the suitability of the approaches. Additionally, the feasibility of implementation scored an average of 4.57 with a standard deviation of 0.40, underscoring the practical applicability of these methods in a Thai educational context.
In summary, the study confirms that creative approaches to enhancing learning skills based on Buddhism and philosophy are highly appropriate and feasible. These approaches offer a robust framework for developing critical thinking, ethical values, and holistic understanding among learners. By integrating Buddhist principles and philosophical insights, educators can create a more effective and meaningful learning environment that is well-suited to the needs of Thai society and potentially applicable in broader educational contexts.

7.1. Recommendations

Recommendations for Future Research

To ensure that the proposed approach to enhancing learning skills based on Buddhism and philosophy can be effectively applied, it is essential to conduct continuous studies and practical trials. This will help achieve clearer and more effective outcomes. Developing curricula that are both suitable and contemporary, along with instructional strategies that emphasize real-life applications for learners, is crucial. Additionally, training educators to gain expertise and a deep understanding of Buddhist and philosophical content and teaching methods should not be overlooked.

Author Contributions

Project administration and the first author, P.C.C.S. writing—original draft and corresponding author, P.C.A.T.; Conceptualization, N.S.; Data curation, P.S.P.S. All authors have read and agreed to the published version of the manuscript.

Funding

This research was funded by the Yanasangworn Research Institute, Mahamakut Buddhist University, under the Teaching and Learning Development Program, Fiscal Year 2022. Grant number of Resolution 163/2022.

Institutional Review Board Statement

The study was approved by the Research Ethics Committee of Maha-chulalongkornrajavidyalaya University, Ayutthaya, Thailand. The approval was granted under the ethical and research identification number R. 246/2023, dated 5 May 2022. The Ethics Committee has verified that the research complies with both the International Code of Ethics, national law, and regulatory requirements.

Informed Consent Statement

Informed consent was obtained from all participants involved in the study.

Data Availability Statement

The data supporting the findings of this study are available from the corresponding author upon reasonable request.

Acknowledgments

This article is part of the project “Creative Approaches to Enhancing Learning Skills Based on Buddhism and Philosophy.” The authors thank Phrarajasutthiwachiramethi Chaiyan Suebkrapan for his support, and express special gratitude to Phrakhrupalad Chakrapol Acharashubho Thepa for his key contributions as corresponding author. Thanks also to Phrakhrusangkharak Suriya Pabhassaro Sapanthong and Netnapa Sutthirat for their valuable input. We appreciate Mahamakut Buddhist University for academic and resource support.

Conflicts of Interest

The authors declare no conflict of interest.

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Figure 1. Five Components of Creative Approaches to Enhancing Learning Skills Based On Buddhism and Philosophy.
Figure 1. Five Components of Creative Approaches to Enhancing Learning Skills Based On Buddhism and Philosophy.
Philosophies 10 00104 g001
Table 1. Demographic Analysis for the Questionnaire on Creative Approaches to Enhancing Learning Skills Based on Buddhism and Philosophy.
Table 1. Demographic Analysis for the Questionnaire on Creative Approaches to Enhancing Learning Skills Based on Buddhism and Philosophy.
Type of DataDataFrequencyPercentage (%)MeanS.D.t-Value
GenderMale16256.001.45±0.549.426
Female12844.00
Total290100
Age (Years)17–196220.802.44±0.9643.645
20–228630.04
23–259432.66
26 and above4816.50
Total290100
AffiliationFaculty of Religion and Philosophy7425.802.37±1.1634.583
Faculty of Humanities4214.03
Faculty of Social Sciences8128.57
Faculty of Education9331.60
Total290100
Year of Study1st Year9031.031.13±0.3456.530
2nd Year8027.59
3rd Year7024.14
4th Year5017.24
Total290100
ReligionBuddhism25086.211.13±0.3456.530
Other religions4013.79
Total290100
Frequency of Religious Activities (times/month)Never5017.242.91±1.0945.425
Less than 5 times/month4615.86
Regularly 6–10 times/month9432.41
More than 11 times/month10034.48
Total290100
Table 2. Descriptive statistical analysis of 25 variables of means and standard deviations for variables related to CLS–BP.
Table 2. Descriptive statistical analysis of 25 variables of means and standard deviations for variables related to CLS–BP.
CodeVariableMeanS.D.Interpretation
LBP1Environment4.720.413Strongly agree
LBP2Lifelong Learning4.610.115Strongly agree
LBP3Proper Learning with Learners’ Individual Learning4.700.399Strongly agree
LBP4Proper Technology with Learning4.700.446Strongly agree
LBP5Improved Engagement4.840.801Strongly agree
LBP6Enhanced Critical Thinking4.730.365Strongly agree
LBP7Increased Collaboration4.780.357Strongly agree
LBP8Building Confidence4.760.375Strongly agree
LBP9Encouraging Exploration4.770.418Strongly agree
LBP10Integrating Different Subjects4.770.434Strongly agree
LBP11Using Project-Based Learning4.780.427Strongly agree
LBP12Promoting Student-Led Learning4.760.428Strongly agree
LBP13Right View4.730.443Strongly agree
LBP14Right Thought4.690.454Strongly agree
LBP15Right Speech4.760.425Strongly agree
LBP16Right Action4.770.421Strongly agree
LBP17Right Livelihood4.770.424Strongly agree
LBP18Right Effort4.840.325Strongly agree
LBP19Right Mindfulness4.690.432Strongly agree
LBP20Right Concentration4.750.375Strongly agree
LBP21Epistemology4.780.337Strongly agree
LBP22Ethics4.760.353Strongly agree
LBP23Aesthetics4.640.426Strongly agree
LBP24Metaphysics4.610.435Strongly agree
Table 3. The correlation matrix.
Table 3. The correlation matrix.
LBP
1
LBP
2
LBP
3
LBP
4
LBP
5
LBP
6
LBP
7
LBP
8
LBP
9
LBP
10
LBP
11
LBP
12
LBP
13
LBP
14
LBP
15
LBP
16
LBP
17
LBP
18
LBP
19
LBP
20
LBP
21
LBP
22
LBP
23
LBP
24
LBP
25
LBP11
LBP20.0901
LBP30.5270.0181
LBP40.1520.0510.0751
LBP50.139−0.0310.193−0.1291
LBP60.3950.1090.4710.2240.1791
LBP70.3020.1030.494−0.1000.1660.3581
LBP80.236−0.1420.3880.0300.0340.2470.2571
LBP90.457−0.0110.6770.0160.2420.5380.5650.4431
LBP100.459−0.0110.6670.0150.2350.4960.5450.4720.8531
LBP110.453−0.0180.6890.0280.2460.5360.5610.4820.8790.8641
LBP120.452−0.0620.6860.0170.2420.4910.5450.4790.8460.8340.8901
LBP130.384−0.0800.6170.0070.2580.4170.4850.4790.7820.7670.8090.8841
LBP140.331−0.1330.553−0.0360.2520.3910.4500.4140.7270.7310.7430.8310.8451
LBP150.411−0.0910.666−0.0400.2320.4530.5600.4620.8390.8060.8440.8540.8130.8171
LBP160.438−0.0640.655−0.0450.2540.4450.5320.4520.8350.8040.8310.8050.7870.7850.9081
LBP170.424−0.0630.643−0.0460.2070.4310.5360.4450.8250.7870.8350.8170.7670.7880.8920.8981
LBP180.069−0.1490.151−0.1000.1550.0740.0770.1720.2090.2210.2530.2420.2180.2170.2610.2290.2311
LBP190.142−0.0230.2280.0380.1250.1390.1100.1150.2970.2910.3070.2380.2220.2670.3200.3180.2810.2501
LBP200.239−0.1550.2200.1000.1870.1950.0590.3420.2760.2720.2870.2950.2770.2480.3020.2690.2720.4860.3141
LBP210.2400.0800.2350.1080.1140.2470.1110.2040.3300.2880.3110.3000.2720.2270.3090.3140.2630.3150.4150.3981
LBP220.0610.1040.124−0.0380.1080.0880.1890.1530.2760.2300.2640.2470.2620.2540.2960.2760.2730.3530.2540.2450.3241
LBP23−0.114−0.224−0.1280.035−0.071−0.136−0.0660.016−0.107−0.068−0.074−0.0050.0060.047−0.009−0.0390.0140.043−0.0460.0520.029−0.0151
LBP240.114−0.0230.0800.0400.0810.2060.0520.0800.1670.1700.1510.1700.1430.1550.1570.1580.1500.2710.1280.3050.3830.3250.0931
LBP250.0940.0120.1210.254−0.1260.2340.0270.1480.1510.1230.1730.1760.1290.1090.1590.1520.1710.1390.1140.2090.2760.0510.1860.2361
Note: LBP1: Environment, LBP2: Lifelong Learning, LBP3: Proper Learning with Learners’ Individual Learning, LBP4: Proper Technology with Learning, LBP5: Improved Engagement, LBP6: Enhanced Critical Thinking, LBP7: Increased Collaboration, LBP8: Building Confidence, LBP9: Encouraging Exploration, LBP10: Integrating Different Subjects, LBP11: Using Project-Based Learning, LBP12: Promoting Student-Led Learning, LBP13: Right View, LBP14: Right Thought, LBP15:Right Speech, LBP16: Right Action, LBP17: Right Livelihood, LBP18: Right Effort, LBP19: Right Mindfulness, LBP20: Right Concentration, LBP21: Epistemology, LBP22: Ethics, LBP23: Aesthetics, LBP24: Metaphysics.
Table 4. KMO and Bartlett’s Test of Sphericity for CLS–BP.
Table 4. KMO and Bartlett’s Test of Sphericity for CLS–BP.
KMO and Bartlett’s Test
Kaiser Meyer Olkin and Bartlett’s Test of Sphericity0.938
Bartlett’s Test of SphericityApprox. Chi-Square5098.168
Df300
p-Value (Sig.) *<0.001
* p-Value (Sig.) 0.05 [65].
Table 5. Total Variance Explained.
Table 5. Total Variance Explained.
Total Variance Explained
Component Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings
Total % of Variance Cumulative % Total % of Variance Cumulative % Total
110.01640.06640.06610.01640.06640.0669.775
22.1998.79748.8622.1998.79748.8623.880
31.6096.43555.2971.6096.43555.2971.928
41.4485.79161.0881.4485.79161.0881.647
51.0774.30865.3961.0774.30865.3961.441
Extraction Method; Principle Component Analysis.
Table 6. Component Matrix of All Variables and Factors.
Table 6. Component Matrix of All Variables and Factors.
Component Matrix a
Component (Factor Loadings)
12345
LPB10.527−0.0660.3790.073−0.294
LPB2−0.046−0.1230.5100.5240.378
LPB30.755−0.1740.1780.021−0.151
LPB40.0250.1690.651−0.320−0.185
LPB50.2930.002−0.2490.374−0.377
LPB60.571−0.0290.4630.033−0.106
LPB70.605−0.2850.0130.1520.231
LPB80.5400.059−0.063−0.269−0.141
LPB90.913−0.1130.0370.0340.029
LPB100.894−0.1220.0120.0010.005
LPB110.927−0.1040.020−0.0090.015
LPB120.925−0.108−0.037−0.0910.036
LPB130.876−0.109−0.111−0.0980.041
LPB140.841−0.100−0.194−0.1170.071
LPB150.925−0.082−0.113−0.0500.072
LPB160.910−0.100−0.086−0.0170.059
LPB170.899−0.110−0.096−0.0720.103
LPB180.3200.575−0.3170.136−0.114
LPB190.3670.385−0.0160.230−0.120
LPB200.3960.608−0.063−0.022−0.389
LPB210.4090.5920.1970.1740.047
LPB220.3400.421−0.1500.3710.399
LPB23−0.0450.243−0.238−0.6050.297
LPB240.2430.5790.0770.0800.235
LPB250.2110.4040.397−0.4190.228
Extraction Method: Principal Component Analysis [65]. a. Five components extracted.
Table 7. Component Correlation Matrix.
Table 7. Component Correlation Matrix.
Component Correlation Matrix
Component12345
11.0000.3260.1520.166−0.038
20.3261.0000.0910.007−0.071
30.1520.0911.000−0.0130.031
40.1660.007−0.0131.0000.032
5−0.038−0.0710.0310.0321.000
Extraction Method: Principal Component Analysis [65]. Rotation Method: Oblimin with Kaiser Normalization.
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Suebkrapan, P.C.C.; Thepa, P.C.A.; Sapanthong, P.S.P.; Sutthirat, N. Creative Approach to Enhancing Learning Skills Based on Buddhism and Philosophy. Philosophies 2025, 10, 104. https://doi.org/10.3390/philosophies10050104

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Suebkrapan PCC, Thepa PCA, Sapanthong PSP, Sutthirat N. Creative Approach to Enhancing Learning Skills Based on Buddhism and Philosophy. Philosophies. 2025; 10(5):104. https://doi.org/10.3390/philosophies10050104

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Suebkrapan, Phrarajsuddhivajiramedhi Chaiyan Chattalayo, Phrakhrupalad Charkrapol Acharashubho Thepa, Phrakhrusangkharak Suriya Pabhassaro Sapanthong, and Netnapa Sutthirat. 2025. "Creative Approach to Enhancing Learning Skills Based on Buddhism and Philosophy" Philosophies 10, no. 5: 104. https://doi.org/10.3390/philosophies10050104

APA Style

Suebkrapan, P. C. C., Thepa, P. C. A., Sapanthong, P. S. P., & Sutthirat, N. (2025). Creative Approach to Enhancing Learning Skills Based on Buddhism and Philosophy. Philosophies, 10(5), 104. https://doi.org/10.3390/philosophies10050104

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