Empowering the Elderly School to Improve Health: A Case Study of the Wat Pa Tan Elderly School

Abstract

This research aimed to: 1) investigate the problems, obstacles, and roles of the Wat Pa Tan Elderly School; 2) examine the development of empowerment in designing a health and well-being curriculum for the School; and 3) examine the effects of empowerment on the Wat Pa Tan Elderly School. This qualitative study employed a participatory action research approach. Data were collected through in-depth interviews, focus group discussions, and observations involving 86 participants associated with the Wat Pa Tan Elderly School. The data were analyzed using content analysis and interpreted in relation to relevant concepts and theories of empowerment.

The findings revealed two categories of key success factors: internal and external factors. The internal factors comprised: 1) trust and respect for key personnel, including the abbot of Wat Pa Tan, former community leaders, and retired civil servants serving on the committee, whose credibility provided psychological support to the participants; 2) dedicated volunteer mentors who coordinated with all relevant sectors and designed learning processes and activities; and 3) diverse learners and the continuous admission of new members each year, which stimulated active learning, generated new ideas and activities, and encouraged experienced members to become mentors for subsequent cohorts.

The external factors included empowering the School to manage its activities independently and emphasizing integrated teaching and learning through collaboration with various networks in Buak Khang Subdistrict. Support included guest speakers and partial funding from Buak Khang Subdistrict Municipality, as well as the use of elderly learners’ local wisdom to promote mutual knowledge exchange.

The internal and external empowerment of the Wat Pa Tan Elderly School enhanced the capabilities of its committee members, volunteer mentors, and elderly learners. It increased their confidence, strengthened their decision-making abilities, and enabled them to transfer knowledge and facilitate learning processes. The School’s curriculum was designed to align its operations toward the shared goal of improving learners’ physical, mental, social, and intellectual well-being. The elderly learners enjoyed participating in activities together and were able to apply what they had learned in their daily lives.