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faculties, and personnel from university, vocational school, secondary school, and elementary
school.

In Step 3, the key sources of information for this research are administrators and faculties of
19 institutions, who came to certify the forms of a culture of peace in educational institutions as

well as to attend the training. The participants are from primary school, secondary school, vocational
school, and university.

In Step 4, the tools and methods in the study are as follows:

1) Documentary evidence is gathered by the researcher to examine the concepts
and theories on a culture of peace with a summary of Guidelines for Peaceful Coexistence between

Pathumwan institution of Technology and Rajamangala University of Technology, Tawan-ok Uthen-

Thawai Campus (Pratheuangrattana, 2014), the factors leading to the success with intermediaries in
educational institutions (Pratheuangrattana, 2018), and other related studies to a culture of peace in

educational institutions

2) Focus group is attended by the predefined audience. In the group discussion,

there are approximately 20 participants at a time to share their opinions towards situations and
models for creating a culture peace in educational institutions. The participants consist of

administrators, teachers, and professors from vocational schools, universities, and secondary schools

on March 15, 2022 and March 21, 2022 to certify the TUNA ACT Model as the peace culture measure.
A culture of peace leads to communication and conversations in a thinking environment with

willingness and creativity.

3) The questionnaire at the training consists of a quiz and an opinion survey

provided for over 30 participants before and after the training on May 18-19, 2022. The test and an
opinion survey are designed to examine knowledge, understanding, and attitude based on the

relevant concepts and theories. The questionnaire is presented to 3 experts to verify the accuracy

of the questionnaire and the suitability of the content. The questionnaire is amended according to
the experts’ advice and divided into 2 sets: 1) to measure knowledge and understanding of a culture

of peace in educational institutions; and 2) to measure attitudes towards a culture of peace in
educational institutions.

In Step 5, the gathered information is from the questionnaire responded by the participants
before and after the training to measure knowledge, understanding, and attitudes on a culture of

peace. The participants from 19 institutions suggest plans and guidelines for promoting a culture of