Abstract

This study aimed to develop guidelines for the improvement of the Master of Education and Doctor of Education Programs in Educational Administration (Revised Curriculum B.E. 2563) at Mahamakut Buddhist University, Srithammarat Campus. Using the CIPP evaluation model—Context, Input, Process, and Product—as a conceptual framework, the study employed a mixed-methods approach, collecting data through questionnaires and interviews with 170 stakeholders, including current students, alumni, faculty members, employers, and academic experts. The questionnaire data were analyzed using mean and standard deviation, while interview data were interpreted through content analysis. The results revealed a high level of appropriateness in all four dimensions of the curriculum. Key recommendations from stakeholders emphasized the need for integrating Buddhist principles—such as ethical leadership, mindfulness, and compassion—into educational administration theory and practice. The study concluded that effective curriculum development in Buddhist universities should harmonize academic rigor with spiritual and moral values, producing graduates who are not only professionally competent but also morally grounded and committed to serving society. These findings contribute to the development of culturally responsive and ethically focused higher education curricula in Thailand.

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