Sustainability of Sufficiency-Based
Schools
Molraudee Saratun and Priyanut Dharmapiya (Piboolsravut)
Abstract Sufficiency Economy Philosophy (SEP) is an approach used to achieve
sustainability in Thailand. SEP shares the same goals of balanced development as
the United Nations Sustainable Development Goals. It consists of 2 foundations
(knowledge and virtues), 3 principles (moderation, reasonableness, and prudence),
and 4 balanced outcomes (economy, society, environment, and culture). SEP focuses
on developing people’s quality, particularly a sufficiency mindset. Therefore, it is
important to cultivate this mindset at an early age. The SEP movement in Thai
education started in 2007. Currently, there are 742 Best Practice Sufficiency-based
schools and 205 Sufficiency-based Learning Centers that successfully foster the sufficiency mindset. By implementing the whole school approach, SEP is used in all
school activities and administration. In particular, these schools use action-based
learning, questioning, reflection, and role modeling to nurturing the SEP mindset.
In this case study research, ten Sufficiency-based Learning Centers were studied in
2018. Interview, document analysis and observation methods were used. Approximately 13 persons/stakeholders were interviewed in each school. In order to sustain
the cultivation of the SEP mindset in schools amidst replacement of school principals
and others changes, the findings show that it is important to integrate SEP learning
activities with class subjects, thus becoming a part of typical curricular learning.
Continuous SEP training and involvement of teacher leaders, all school personnel,
student leaders, new school principals, and Educational District superintendents are
the key success factors for sustainability of the cultivation of the SEP mindset.
Keywords Sufficiency economy philosophy · Education for sustainability ·
Sustainable development
M. Saratun (B)
College of Management, Mahidol University (CMMU), 69 Vipavadi Rangsit Road, Phaya Thai,
Samsen Nai, Bangkok 10400, Thailand
e-mail: molraudee.sar@mahidol.ac.th
P. Dharmapiya (Piboolsravut)
Sustainable Development and Sufficiency Economy Studies Center, National Institute of
Development Administration (NIDA), 118 Serithai Road, Bangkapi District, Bangkok 10240,
Thailand
e-mail: priyanut.dha@nida.ac.th
© Springer Nature Switzerland AG 2020
W. Leal Filho et al. (eds.), Universities and Sustainable Communities:
Meeting the Goals of the Agenda 2030, World Sustainability Series,
https://doi.org/10.1007/978-3-030-30306-8_45
749
Schools
Molraudee Saratun and Priyanut Dharmapiya (Piboolsravut)
Abstract Sufficiency Economy Philosophy (SEP) is an approach used to achieve
sustainability in Thailand. SEP shares the same goals of balanced development as
the United Nations Sustainable Development Goals. It consists of 2 foundations
(knowledge and virtues), 3 principles (moderation, reasonableness, and prudence),
and 4 balanced outcomes (economy, society, environment, and culture). SEP focuses
on developing people’s quality, particularly a sufficiency mindset. Therefore, it is
important to cultivate this mindset at an early age. The SEP movement in Thai
education started in 2007. Currently, there are 742 Best Practice Sufficiency-based
schools and 205 Sufficiency-based Learning Centers that successfully foster the sufficiency mindset. By implementing the whole school approach, SEP is used in all
school activities and administration. In particular, these schools use action-based
learning, questioning, reflection, and role modeling to nurturing the SEP mindset.
In this case study research, ten Sufficiency-based Learning Centers were studied in
2018. Interview, document analysis and observation methods were used. Approximately 13 persons/stakeholders were interviewed in each school. In order to sustain
the cultivation of the SEP mindset in schools amidst replacement of school principals
and others changes, the findings show that it is important to integrate SEP learning
activities with class subjects, thus becoming a part of typical curricular learning.
Continuous SEP training and involvement of teacher leaders, all school personnel,
student leaders, new school principals, and Educational District superintendents are
the key success factors for sustainability of the cultivation of the SEP mindset.
Keywords Sufficiency economy philosophy · Education for sustainability ·
Sustainable development
M. Saratun (B)
College of Management, Mahidol University (CMMU), 69 Vipavadi Rangsit Road, Phaya Thai,
Samsen Nai, Bangkok 10400, Thailand
e-mail: molraudee.sar@mahidol.ac.th
P. Dharmapiya (Piboolsravut)
Sustainable Development and Sufficiency Economy Studies Center, National Institute of
Development Administration (NIDA), 118 Serithai Road, Bangkapi District, Bangkok 10240,
Thailand
e-mail: priyanut.dha@nida.ac.th
© Springer Nature Switzerland AG 2020
W. Leal Filho et al. (eds.), Universities and Sustainable Communities:
Meeting the Goals of the Agenda 2030, World Sustainability Series,
https://doi.org/10.1007/978-3-030-30306-8_45
749