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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