The survey research aimed to: 1) study the behaviors of self-directed learning; 2) compare levels of self-directed learning behaviors which is classified by personal status; and 3) study guidelines for self-directed learning. The subject obtained through stratified random sampling consisted of 319 first-fourth year undergraduates of the Faculty of Home Economics Technology Rajamangala University of Technology Phra Nakhon. The research tool was a questionnaire. The frequency percentage mean standard deviation t-test and ANOVA were used for data analysis and hypothesis testing. The results were as follows: 1. The overall level of students’ behaviors for self-directed learning was high (X = 3.74; S.D.= 0.74) that were self-evaluation competency (X = 3.89; S.D.= 0.74) self-management competency (X = 3.75; S.D.=0.76) self-learning competency (X = 3.74; S.D.=0.70) self-searching competency (X = 3.72; S.D.=0.72) and characteristics of self-directed learners (X = 3.59; S.D.=0.77) respectively. 2. There was no difference of self-directed learning behaviors when genders and educational levels were considered. In contrast there were statistically significant difference at 0.05 when academic performance was considered. 3. The overall level of students’ opinions on guidelines for self-directed learning was high (X = 3.51;S.D.= 0.85) self-directed was academic matter (X = 3.74; S.D.=0.76) physical matter (X = 3.41 ; S.D.=0.93) management (X = 3.40; S.D.=0.87) respectively.

The survey research aimed to: 1) study the levels of self-development needs in preparation to enter AEC; 2) make a comparison of the students’ needs levels in aspects of personal data; and 3) propose appropriate forms of activities to be used in the development. The subject obtained through stratified random sampling consisted of 321 first-fourth year undergraduates of the Faculty of the Home Economic Technology Rajamangala University of Technology Phra Nakhon. The tool was a questionnaire. To analyse data the frequency percentage mean standard deviation t- test and ANOVA were used. The results were as follows: 1) The overall level of self-development needs was high ( X = 3.75). The needs for selfdevelopment in line with the Thai Qualifications Framework for Higher Education were high ( = 3.89). Moreover the level of needs conforming to Thai Graduate Preferable Qualifications for the ASEAN Community was moderate ( X = 3.46). 2) There was no statistically significant difference ( p<0.05) of the self-development needs level when genders educational levels or academic performances were considered 3) As for the activities it was rated best to use training for the development of cognitive skills numerical analysis communication and information technology skills domain of psychomotor skills and knowledge on ASEAN Community rules and regulations; lecturing for knowledge on ASEAN Community rules and regulations; study touring for knowledge development; camping for ethics and moral interpersonal skills responsibility and language skills; and student inter institutional exchanging for neighbouring countries knowledge development.

The project of lotus pattern design on fabric for the textile product development was conducted for purpose of studying any method to design the lotus pattern on fabric which would lead to the development of any house decoration and surveying the consumer satisfaction with the fabric product printed with the lotus pattern In this regard five methods of the lotus pattem esign were used with four types of fabric i.e. cotton cloth sillk linen and mixed fabric. Thereinafter two of these methods were selected to produce five types of product and then the survey on the consumer satisfaction was conducted.