Darunbhop Pianjud, Onjaree Natakuatoong, and Jiracha Vicheanpanya, " The Development of a Knowledge Management System to Promote the Sufficiency Economy Philosophy for the Basic Education Teacher," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 3, pp. 219-223, 2013.

1. 
Abstract—The purposes of this research study were 1) to
develop a knowledge management system to promote
the sufficiency economy philosophy for the basic education
teacher Model and 2) to study factors that support the
communication methods and the ICT tools in the knowledge
management process. The first phase was to develop a model,
and study Factors in KM-Process for the Integration of the
Sufficiency Economy Philosophy. Research results were found
that 1.This model consisted of four key elements and eight
stages. 2. Four Factors for support the KM-Process for the
Integration of the Sufficiency Economy Philosophy:
1) Supporting factors for learning exchange, 2) Communication
Factor, 3) Learning exchange tool factors and 4) Other factors.
Index Terms—Sufficiency economy philosophy in educations
part, KM process, information and communication technology
(ICT).
I. INTRODUCTION
Sufficiency Economy Philosophy’s principal is guidance
to live happily and a philosophy that stresses on “the middle
path” as an overriding principle for appropriate conduct by
the population at all levels in Thailand and other countries;
the individual, family, community, and at the organizational
and national level which base on the three interlocking core
elements as 1) moderation - not too much or too few,
Wibulswasdi, Piboolsravut, and Pootrakool [1] said about
moderation seem to contradict with the notion found in
traditional Economy theory of maximizing behavior.
However, we should note that moderation is a relative
concept, one that relates to one’s means. Living with limited
means -- individually, locally and globally -- one should
consider exercising moderation in order to preserve
longer-term interests. 2) Reasonableness – to decide
reasonably according to relevant factors and effects. 3) Self
Immunity and risk management – to anticipate negative
results that may occur and prepare prevention. The two
conditions as 1) Appropriate Knowledge – to know clearly
before take any action. Knowledge implies insight data,
information, wisdom or theory and application for work in
your life. Knowledge is both of tacit and explicit knowledge,
Manuscript received March 10, 2013; revised June 15, 2013
Darunbhop Pianjud and Onjaree Natakuatoong are with Department of
Educational Technology and Communications, Faculty of Education,
Chulalongkorn University, Bangkok, Thailand (e-mail:
next_cand@hotmail.com, onjaree.n@chula.ac.th).
Jiracha Vicheanpanya is with Department of Technology in Information
Management, Faculty of Information Technology, Rangsit University,
Bangkok, Thailand (e-mail: ajjoy50@gmail.com).
including experience as well as appropriate analytical ability.
2) Ethics and Virtues – apply religion principle to work. In
addition, environment is regarded as a significant factor. It
must be arranged to facilitate learners, both physically and
mentally, to learn and absorb the philosophy which lead to
practice. This ethics and virtues views an ethical foundation
as vital to our Economy system if the latter is to be
sustainable. Such a foundation must be rooted in the values
held by a majority of people and as a result will foster human
development in succeed and sustainable way [1].
Fig. 1. Definition of sufficiency economy philosophy.
The Minister of Education (Bareau of Student Activities
Development) [2] has realized the important of classifying
learning activities and classified the method that should be
managed for learners into three categories as
1) administrators and support staffs should manage
the school and work according to Sufficiency Economy
Philosophy, 2) teaches teaching Sufficiency Economy
Philosophy should be divided into two ways – create subject
or content about the philosophy to teach directly or blend the
philosophy into existing subjects and 3) arrange activities
such as club, exhibition or local festival and integrate the
philosophy into such activities. The methods will give
learners opportunity to gain knowledge and practice which
lead to implement the philosophy in their living.
II. PURPOSE OF THE RESEARCH
1) To develop a knowledge management system to promote
the sufficiency economy philosophy for the basic
education teachers.
2) To study factors that supports the communication
methods and the ICT tools in the knowledge management
process.
Darunbhop Pianjud, Onjaree Natakuatoong, and Jiracha Vicheanpanya
The Development of a Knowledge Management System to
Promote the Sufficiency Economy Philosophy for the
Basic Education Teacher
International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 3, June 2013
219DOI: 10.7763/IJEEEE.2013.V3.227

2. III. SCOPE OF THE RESEARCH
A. Population
Phase 1: Staff in basic education level (Administrator,
Teachers and related staffs)
Phase 2: Population of study is experts in information
technology, Sufficiency Economy Philosophy in Education
Part, Knowledge Management and Educational
Administration.
B. Sample Groups
Phase 1: 406 Staffs in fundamental education level
(Administrators, Teachers and related people); all of them
selected by stratified random sampling with the sampling
selection method of Taro Yamane’s sampling size calculation
at 5% deviation [3].
Phase 2: Sample Groups of study is 12 experts in
information technology, Sufficiency Economy Philosophy in
Education Part, Knowledge Management and Educational
Administration.
C. Variables
Independent variable is a knowledge management system
to promote the sufficiency economy philosophy for the basic
education teacher Model and Factors in KM-Process for the
Integration of the Sufficiency Economy Philosophy
IV. METHODOLOGY
The development of a knowledge management system to
promote the sufficiency economy philosophy for the basic
education teacher was carried out in two phases.
Phase 1: To study factors that support the communication
methods and the ICT tools in the knowledge management
process from Staffs in fundamental education level.
1) Study, analyze and synthesize documents and former
researches that relevant to the information technology,
Sufficiency Economy Philosophy in Education Part,
Knowledge Management Process. Then, the results were
used to develop a questionnaire.
2) Send the questionnaires to sample groups and wait for
response, analyze and synthesize data from questionnaire.
Phase 2: The development of a knowledge management
system to promote the sufficiency economy philosophy for
the basic education teacher Model
 Create Model that the model is developed based on the
data obtained from the research study used in the
formulation of the model development concept.
 Proposed the model thesis advisor and co-advisor for
suggestion and modified it as suggested.
 Submit to the experts for review and evaluation.
 Adjusted according to the experts’ suggestions.
 Present the Model in the form of diagram with report.
 Analyze the results form evaluation of the factor by
percentage, and the model by Index of Item Objective
Congruence (I.O.C)
V. RESULT
A. Stage1
The analysis of the questionnaires found that; 1)
supporting factors for learning exchange, 2) communication
factor, 3) learning exchange tool factors and 4) Other factors
that affect the learning management of Sufficiency Economy
Philosophy in education (See Fig. 2).
Fig. 2. Factors that support the communication methods and the ICT tools in
the knowledge management process from Staff in basic education level.
1) Supporting factors for learning exchange: Most of the
respondents from both groups (without and with
knowledge of the Sufficiency Economy Philosophy) were
confident that they can apply the Sufficiency Economy
Philosophy into the learning management of their schools
in medium level of 53.10% and 58.20% respectively.
However, when the respondents were asked to answer
questions to recheck their knowledge, the respondents
with knowledge can answer the questions correctly for
34.90% while the respondents without knowledge cannot
answer any questions which are considered as 0.00%. The
initial analysis found that the number of educational staffs
in fundamental education who has profound knowledge
and ability to apply the Sufficiency Economy Philosophy
into their learning management did not reach a half of
total number of educational staffs. Moreover, the staffs
without the knowledge cannot answer any questions
correctly. This is in accordance with the Sufficiency
Economy Movement Report for 2009 Fiscal Year [4]
which found that some schools still have wrong
conception that Sufficiency Economy means only doing
agricultural activities or saving money. Most of the
respondents indicated that the factors that support the
learning exchange are related to the environment of staffs
in fundamental education. Majority of the staffs (in
without and with knowledge of the Sufficiency Economy
Philosophy groups) had opinion that the factor was the
interdependent environment at 60.80% and 58.00%
respectively. For interpersonal relations aspect, the study
found that most of the educational staffs knew each other
for more than 50 persons at 38.00% and 33.90%
respectively. The relations among colleagues in the same
work group were in similar ratio with relations with
different work group at 47.10% and 72.40% respectively.
The mentioned factor encouraged the learning exchange
as stated by Office of Education Council [5] that the
social network is the network that has unlimited social
relations of various people. Therefore, we are either able
or unable to perceive the concrete operation resulted from
the bonding of relations among network members. The
network can be easily formed by a group of numerous
members with one same objective because they all aim
for one same goal.
2) Communication Factor: In the communication or the
learning exchange activities aspects, the study found that
Factors in KM- Process for
the Integration of the Suff.
Other factors
Learning exchange tool factors
Communication factor
Supporting factors for learning exchange
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220

3. most of the educational staffs who have profound
knowledge on the Sufficiency Economy Philosophy think
that there were meetings for twice a month while most of
the educational staffs without the knowledge think that
there were meetings for less than twice a month; therefore,
they cannot successfully apply this philosophy into the
learning management because of no communication for
learning exchange among themselves. This
individualistic environment does not bring much success
for the learning exchange of students. Moreover, the reply
of the respondents was in accordance with those
mentioned data that there were very few learning
exchange activities by the Education Office in each zone
for educational staffs less than twice a month at 58.80%
and 61.00% respectively. Both data was in accordance
with the behavioral psychology theory of B.F.Skinner on
human interaction, stating that human behavior is a matter
of human interaction. A man cannot live in the society
without any interaction with others.
3) Learning exchange tool factors: For the usage of learning
exchange tools, the study found that staffs in both groups
use mobile phones as the main communication tools in
any cases; during working hours at 72.60% and 68.00%
respectively, after working hours at 73.80% and 73.30%
respectively; for communicate with educational staffs
outside school at 70.10% and 63.50% respectively. Other
tools such as office phone, social media and other
electronic media were used less than the mobile phone.
For the opinion towards the suitable tools for
communication of educational staffs in fundamental
education, the sampling groups had opinion that internet
network is the most suitable tools for communication at
63.10% and 63.80% respectively. They also expressed
that the most suitable and convenient tools in the internet
network was the electronic mail for communication at
47.60% and 43.60% respectively. For the tools for data
searching of staffs who have limited budget, the
respondents think that e-Learning was the most suitable
method for learning management at 60.80% and 58.00%
respectively which is in accordance with Summary
Report of ICT usage and Household Communication
2011 by the National Statistical Office [6] which found
that there are 41.4 million mobile phone users in Thailand
or 66.40% of its total population. The National Statistical
Office summarized that there were more tendency
towards mobile phone usage during 2005 – 2011 and
found that number of mobile phone users increased from
21.7 million (36.70%) to 41.4 million (66.4%). The data
comparison showed that number of mobile phone users
increased more than half of the users in the past and the
mobile phone was the most increasing and most
widely-used tool among other communication tools.
Learning exchange tool factor showed that staffs in
fundamental education had the idea of ICT tool usage for
communication in order to increase their knowledge on
the Sufficiency Economy Philosophy but the staffs still
lacked of skills in the usage of major communication
tools and this was the obstacle for the communication
process as it was mentioned that the environment and ICT
of schools are among the major parts of organizational
development process [7].
4) Other factors that affect the learning management of
Sufficiency Economy Philosophy in education:
 For the computer usage, the study found that the
educational staffs in both groups evaluated their ability
to use computer in moderate level at 49.90% and
47.80% respectively, their ability to use internet in
moderate level at 42.60% and 41.10% respectively and
their skill of keyboard typing in good level at 57.40%
and 64.00% respectively. The Microsoft Word program
is the most widely-used program for typing at 82.80%
and 82.40% respectively while the Microsoft Excel
program is the second most widely-used program for
typing at 65.20% and 65.00% respectively. The ability
level for computer usage was related to the ability level
for communication tools because the ones who have
good command of computer usage will be able to use
the ICT tools more confidently than the ones who
cannot use computer since the tools in ICT is quite
similar to the tools in computer that the users can relate
to it and can apply for the usage of ICT tools for
communication.
 For internet service in communication, the study found
that most of the educational staffs with the knowledge
to apply the Sufficiency Economy Philosophy into the
learning management used internet in searching for
knowledge on the learning management according to
the Sufficiency Economy Philosophy at 48.50% which
was different from the most of the educational staffs
without the knowledge to apply the Sufficiency
Economy Philosophy into the learning management
who would search for knowledge in learning sources
such as library, museum at 82.60%. For the
communication to request for assistance from experts
for both groups, there were frequent use of technology
such as e-Mail, social network, webboard for the
enquiries via internet at 55.20% and 45.70%
respectively. Both groups think that the connection
signal of internet was at high-speed level at 47.50% and
52.70% respectively. Most of the staffs with the
knowledge used internet for 1-2 hours per day at
42.70% while most of the staffs without the knowledge
did not use internet at 41.30%. Most of staffs in both
groups used internet at home at 59.20% and 58.70%
respectively while the e-mail was the most widely-used
service at 49.40% and 44.80% respectively.
 For the management factor, the study found that most of
staffs with the knowledge will be considerate of the use
of the Sufficiency Economy Philosophy for maximum
benefit of students at 50.10% which was different from
most of the staffs without the knowledge who used this
philosophy in the curriculum only to pass the evaluation
by the Ministry of Education at 35.70%. For the support
of training on the Sufficiency Economy Philosophy, the
study found that the executive staffs who had the
knowledge will support the participation in trainings
and seminars. The staffs were willing to participate at
42.20% which was different from most of the executive
staffs who did not have the knowledge that will not
support the participation because they did not want their
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221

4. teachers to take duty leave at 98.80%. For the empathy
towards the staffs, most of the staffs indicated that the
executive staffs who had the knowledge will value and
pay attention to the opinion of their subordinate staffs at
44.90% which was different from the executive staffs
who did not have the knowledge that were evaluated by
general staffs of negligence and dictatorship at 60.8%.
Management factor is the most important factor for
promoting the Sufficiency Economy Philosophy in the
knowledge management because the executive staffs
are similar to the Knowledge Administrator whose
function is to set the goal of the organization, to
construct the vision on knowledge management of the
organization, to create the good environment and
regulations of the organization which support the
learning exchange.
B. Stage2
The development of a knowledge management system to
promote the sufficiency economy philosophy for the basic
Fig. 3. The development of a knowledge management system to promote
the sufficiency economy philosophy for the basic education teacher
This model consisted of four key elements:
1) Staffs: comprised of knowledge managers, experts,
Administrators, Knowledge receivers, and Knowledge
contributors 1) Knowledge managers are school
executives, teachers, school officers or staffs whom
responsible about integrating sufficient economic
philosophy to their task according to procedures that
issued by the Ministry of Education. Knowledge
management must be done by the eight steps. 2) Experts
are school administrators, teachers, staffs and
stakeholders whom have experience on utilizing
sufficient economic philosophy on learning, teaching and
other works. 3) Administrators are school administrators,
teachers or staffs which assigned to overview overall
knowledge management in network such as setting vision
and mission, create environment and issue network rule
that encourage sharing. 4) Knowledge receivers are
Network schools. 5) Knowledge contributors are
lecturers who have expertise in knowledge management,
experts in driving sufficient economy philosophy in
education and experts in learning and teaching
management. They contribute knowledge and
understanding to staffs to work on knowledge
management efficiently and integrate Sufficient Economy
Philosophy in to learning and teaching in basic education
level systematically.
2) School consisted of 1) value, culture and oorganizational
structure. 2) Strategy plan. 3) Leader for drive sufficiency
economy philosophy in education part.
3) Technology consisted of 1) Technology for Knowledge
Management. 2) Communication and Collaboration
Technology. 3) Knowledge Discovery Technology and
(Knowledge Transfer Technology)
4) Learning Method consisted of 1) level of learning:
individual, group or organization. 2) Detail about
sufficiency economy philosophy in education part. And
this model consisted of eight stages, synthesis [8]-[19].
 Knowledge identification: The facilitator from CoPs
team for the practitioner. Then, CoPs identify
knowledge and manage organization according to
Sufficiency Economy Philosophy (for administrators)
or manage learning and teaching method according to
the philosophy (for teachers) and, finally, utilize the
knowledge.
 Knowledge acquisition: All members of CoPs make
agreement and assign each member to search
knowledge from knowledge sources, such as the
internet, learning center and folk wisdom.
 Knowledge creation: Collect knowledge both
managerial and sciences from CoPs to create new
knowledge which integrate with Sufficiency Economy
Philosophy both in school administration and learning
and teaching. All members work together to create new
administration plan and new learning plan.
 Knowledge codification and refinement: is
consideration on created knowledge by experts. They
examine correctness of the knowledge according to
Sufficiency Economy Philosophy. And then categorize
the knowledge to facilitate knowledge access
 Knowledge sharing: is activity to exchange information,
skill and experience – both embedded knowledge and
obvious knowledge – between administrator, staffs,
teachers and students.
 Knowledge capture and store: is the way to manage and
categorize knowledge that relevant to Sufficiency
Economy Philosophy. This step is to pass on knowledge
Step3: Knowledge Creation
(Integration Subject detail and Sufficiency
Economy Philosophy in administration, create
subject or content about the philosophy, and
activities learning)
Step4: Knowledge Codification and
Refinement
Step6: Knowledge Capture and
Store
Step1: Knowledge Identification
Subject detail Sufficiency detail
Step2: Knowledge Acquisition
Online/ Offline Network or Internet
Learning Centers/ Learning Resource
Subject detail Sufficiency detail
Step7: Knowledge Utilization
Administration
Integration detail Activities
Step8: Knowledge Evaluation
Knowledge Sufficiency
School
Technology
Step5:KnowledgeSharing
Staff
Learning
Method
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222
education teacher was shown in Fig. 3 below.

5. experience – both embedded knowledge and obvious
knowledge – via activities such as conversation, brain
stromming, meeting and recording knowledge which
the knowledge will be kept by electronic media to
facilitate utilization in the future.
 Knowledge utilization: The knowledge utilizes by
administrators, teachers and staffs and integrated with
Sufficiency Economy Philosophy according to the plan.
 Knowledge Evaluation: The evaluation is done by
experts in Sufficiency Economy Philosophy and
learning management to evaluate result of utilization.
Criteria in evaluation comprised of learners’ gained
knowledge or knowledge received by school
management and examined administration and learning
management which integrated with Sufficiency
Economy Philosophy.
TABLE I: THE EVALUATION RESULTS OF I.O.C SUMMARY SUFFICIENCY
ECONOMY PHILOSOPHY KM-PROCESS
Variable I.O.C
Level of
suitability
1) Knowledge Identification 1.00 suitability
2) Knowledge Acquisition 1.00 suitability
3) Knowledge Creation 1.00 suitability
4) Knowledge Codification and
Refinement
1.00 suitability
5) Knowledge Sharing 1.00 suitability
6) Knowledge Capture and Store 1.00 suitability
7) Knowledge Utilization 1.00 suitability
8) Knowledge Evaluation 1.00 suitability
Total 1.00 suitability
VI. DISCUSSION
The research results in the following points for discussion.
Four Factors for support the KM-Process for the Integration of
the Sufficiency Economy Philosophy: 1) Supporting factors for
learning exchange, 2) Communication Factor, 3) Learning
exchange tool factors and 4) Other factors.
The experts’ evaluation stage and key elements in model
are suitable. The model consisted of four key elements:
1) Staff, 2) School 3) Technology and 4) Learning
Method and eight stages: 1) Knowledge Identification, 2)
Knowledge Acquisition, 3) Knowledge Creation, 4)
Knowledge Codification and Refinement, 5) Knowledge
Sharing, 6) Knowledge Capture and Store,
7) Knowledge Utilization, 8) Knowledge Evaluation
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Darunbhop Pianjud was born in chonburi, Thailand in
1984. He received a Bachelor of Education (Educational
Technology) from Burapha University in 2006; Master
of Education (Educational Technology) from
Chulalongkorn University in 2008. Currently, he is a
Ph.D. candidate in Department of Educational
Technology and Communications, Faculty of Education,
Chulalongkorn University, Bangkok, Thailand and lecturer at Rajabhat
Rajanagarin University, Chachoengsao, Thailand. He has research
experience in Information Technology and communication.
Onjaree Natakuatoong is an Association Professor at
Department of Educational Technology and
Communications, Faculty of Education, Chulalongkorn
University, Bangkok, Thailand. She has experience in
many positions such as Head, Department of
Educational Technology and Communications, the
Director at Research and Development Innovation
Knowledge Management Center.
She has research experience in Instructional Design System,
Knowledge Management, Learning Organization, Human Resource
Management, Information Technology and communication.
Jiracha Vicheanpanya a lecturer, Department of
Technology in Information Management, Faculty of
Information Technology, Rangsit University, Bangkok,
Thailand. She has experience in many positions such as
Head, Department of Management Technology.
She has research experience in Knowledge
Management, Management Information, Information
Technology and communication.
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223
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