Abstract
Sustainable development is promoted when the system of education provides the learners with an opportunity to equip themselves with moral values, skills, and competences that assist them in effecting personal and community positive changes. For this purpose, teachers play an important role as moral agents, and students consider the teacher a role model. Therefore, the understanding and beliefs of teachers regarding moral education play a pivotal role in grooming the personality of the learners. This comparative study aimed to assess the practices and beliefs of university teachers regarding moral education in China and Pakistan. A mixed-method approach was used and data analysis was performed by using an interactive model and ANOVA. Responses of twelve tertiary teachers were collected from Pakistan and China for qualitative analysis. Seven themes were constructed that categorized teachers’ practice in the classroom and their beliefs regarding moral education. For quantitative analysis, 300 teachers’ responses were collected using a validated questionnaire. The results showed that the majority of Pakistani teachers hold a conservative mindset. According to the Pakistani teachers’ perspective, sovereignty of divine laws, loyalty to the constitution of the state, and a sense of serving society were the ultimate aims of moral education. Chinese teachers were promoting a political ideology that stressed collectivism in a socialist approach, with family and social values being most relevant. Not a single teacher reported using a theoretical or research-based approach while teaching in the class. In the light of the dearth of literature, this study has implications for future research in the field of English as a Foreign Language (EFL) and Islamic Studies in higher education, as it is a longitudinal study that provided insight into how teachers’ beliefs and attitudes are shaped over time and from moral educational experiences.
Highlights
Education is complete when it leads to the individual’s entire growth, which includes mental and moral development [1]
The results showed that teachers from both countries used traditional methods to teach morals in the classroom. They did not consult the theoretical basis and empirical research to enhance their teaching skills. They were found to be confused in their views when asked about the aim of moral education, what methods they used, and what basis they had in selecting methods for teaching morals for sustainable development
This study, on the comparison university teachers’ perception in China and Pakistan about moral education for sustainable development, revealed that the institution and most teaching and learning practices are not conducive to the preparation of morally developed persons that contribute to the sustainable development of country
Summary
Education is complete when it leads to the individual’s entire growth, which includes mental and moral development [1]. The teacher plays a key role in developing the values of the students In inculcating such values, the teacher’s views and her/his practice of teaching have a significant impact on the entire process. The purpose of the traditional approach is to teach the students in a way that they could use to adopt a good character and values, obey the law of the state, and become role models for others. The values, such as honesty, hard work, kindness, patriotism, and sense of responsibility, are important to become a morally strong person [33]. The traditional approach mainly relies on conservative strategies, due to which some contemporary models of moral education are based on the constructivist, or progressive, approach
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