Values Education Research Articles

Rahmatan lil Alamin Islamic Value Education Model based on Muhammadiyah School Culture

This research is prompted by the prevalence of child delinquency cases, encompassing issues such as bullying, lack of manners, and early-age smoking. Concerns arise regarding the potential implications of these juvenile delinquencies on subsequent behaviors in adolescence. The primary objective of this study is to delve deeper into the Rahmatan Lil Alamin Islamic values education model based on Muhammadiyah school culture at the Muhammadiyah Flagship Elementary School. The focus is on understanding the role of schools in instilling character values and exploring the benefits of the Rahmatan Lil Alamin Islamic values education model within the context of Muhammadiyah school culture, particularly in strengthening character values at the Lemahdadi Muhammadiyah Leading Primary School. This research employs a qualitative methodology with a descriptive analysis approach. Data collection, analysis, and description occur simultaneously to address the formulated problem. The research findings reveal that programs rooted in Muhammadiyah school culture, including strengthening students' daily worship, Hizbul Wathan training, sacred footprint training, leadership training, market day, Tahfidz Qur'an, and language strengthening in foreign and regional languages, effectively instill the Islamic values of Rahmatan Lil Alamin in students. Teachers play a crucial role in this process through integration into school culture and internalization in religious activities. The various models of Rahmatan Lil Alamin Islamic values education, grounded in Muhammadiyah school culture, significantly contribute to the transformation of students' character and behavioral values. The outcomes indicate a positive shift towards humanist, tolerant, friendly, and democratic attributes among students.

Rahmatan lil Alamin Islamic Value Education Model based on Muhammadiyah School Culture

This research is prompted by the prevalence of child delinquency cases, encompassing issues such as bullying, lack of manners, and early-age smoking. Concerns arise regarding the potential implications of these juvenile delinquencies on subsequent behaviors in adolescence. The primary objective of this study is to delve deeper into the Rahmatan Lil Alamin Islamic values education model based on Muhammadiyah school culture at the Muhammadiyah Flagship Elementary School. The focus is on understanding the role of schools in instilling character values and exploring the benefits of the Rahmatan Lil Alamin Islamic values education model within the context of Muhammadiyah school culture, particularly in strengthening character values at the Lemahdadi Muhammadiyah Leading Primary School. This research employs a qualitative methodology with a descriptive analysis approach. Data collection, analysis, and description occur simultaneously to address the formulated problem. The research findings reveal that programs rooted in Muhammadiyah school culture, including strengthening students' daily worship, Hizbul Wathan training, sacred footprint training, leadership training, market day, Tahfidz Qur'an, and language strengthening in foreign and regional languages, effectively instill the Islamic values of Rahmatan Lil Alamin in students. Teachers play a crucial role in this process through integration into school culture and internalization in religious activities. The various models of Rahmatan Lil Alamin Islamic values education, grounded in Muhammadiyah school culture, significantly contribute to the transformation of students' character and behavioral values. The outcomes indicate a positive shift towards humanist, tolerant, friendly, and democratic attributes among students.

Character values education model based on School Culture of the Muhammadiyah Leading Primary School in Lemahdadi Yogyakarta

Cases of delinquency start from elementary school age, such as cases of bullying, smoking at an early age, lack of good manners, and various other types of child delinquency. If early childhood delinquency is not immediately addressed, it will have an impact on children's delinquency in adolescence. The aim of this research is to analyze the character values education model based on Muhammadiyah school culture at the Muhammadiyah Lemahdadi Flagship Elementary School, as well as the usefulness of this character values education model. The research method uses descriptive qualitative, primary data for this research was obtained from the school principal, two Ismuba teachers, ten students, and the head of administration. The data processing process using research methods is carried out simultaneously, then continuous data verification is carried out until the problem formulation is answered. The results of the research show that the school culture-based character values education model is reflected in a series of cultures at Muhammadiyah Lemahdadi's flagship primary school, which interprets the combination of strengthening religious values, leadership development, involvement in physical activities, and developing business skills, with the aim of forming good character. strong, good morals, and students' readiness to face future challenges.

Ecohumanism, democratic culture and activist pedagogy: Attending to what the known demands of us

In two different occasions in the twentieth century John Dewey and Maxine Greene stressed the point that educators should attend to ‘what the known demands of us’. Following this dictum, from a critical perspective and with a constructive pedagogical spirit, in this paper we portray a new paradigm for values education that addresses the major challenges to the sustainable futures of young people in the third decade of the twenty first century as well as proposing transformative and empowering educational strategies. Employing the terminology of sustainability in its wider sense, we begin with a widely acknowledged diagnosis of the five major global risks – interconnected and interdependent – that endanger the sustainable future of humanity and nature: environmental, political, social, health, and cultural. We then move to suggest a constructive solution, proposing three conceptual pillars for repairing the world and laying foundation for a thriving sustainable future: (a) Ecohumanism as the paradigm for values education – merging the humanist concern for human dignity, social justice and democracy with the ecological concern for climate stability, biodiversity and environmental sustainability; (b) education of democratic personality and for democratic culture that is holistic and transformative; and (c) a threefold notion of activist pedagogy that addresses the element of cultivating personal agency, empowering political literacy and agency, and engaging students in experiential, holistic, and active teaching-learning experiences.

Editorial

Editorial

Crucial Requirements for Children's Empowerment

This paper sheds light on the important and mostly neglected role that parents play in raising their children, namely empowerment through character development, impartment of knowledge and skills. The key objective of this paper is to enhance the understanding of the concept of empowerment of children from the Islamic perspective and the importance of character and values education in today’s society. The paper is structured around six core sections describing the role of parents in children’s (1) virtues and character formation and development, (2) physical development, (3) emotional development, (4) mental development, (5) intellectual development, and lastly their role in preparing children for the realities of life and death. The focus of this paper is character formation and development. Character development and impartment of knowledge and skills are the three crucial and mandatory requirements for children’s empowerment. The paper outlines the ideas underlying character refinement or character education focusing on its meaning, aims, importance, and the role of parents, teachers, and community as character educators. It outlines some of the moral qualities of the Prophet (peace and blessings be upon him) as the universal model of all virtues and goodness. This is qualitative research employing descriptive methods with literature review analysis. The primary sources of this paper comprise selected verses from the Qur’an and their exegesis (tafsir) and Hadith, both of which constitute the major source of guidance for Muslims. Its secondary sources consist of books, journals, and other materials. The English translation of the selected verses is based on Abdullah Yusuf Ali’s The Meaning of the Holy Qur’an and The Qur’an: Arabic Text with Corresponding English Meanings by Saheeh International because of their simplistic and comprehensive language. Due to the multidimensional use of words in the Arabic language, it is difficult to translate them into one specific word, therefore, we have retained the Arabic concepts but given some of their meanings in the brackets. Our main contention in this paper is that: first, knowledge, skills, and values or personality traits need to be combined for a thriving life; second, moral values are of paramount significance to peaceful coexistence and harmony in society. They are critical for sustainable living. Without them, there is no cohesion and solidarity among people. Hence, there is no civilization; third, learning is of little value and with no soul unless core ethical values are added to it. Hence, one of the aims of education is to graduate ethical individuals; fourth, the development of character in children is not just the responsibility of parents and schools, it is also the responsibility of those who come into contact with them; last but not least, character education should be included as a core component of schools’ curriculum.

The Implementation of Value Education and Religious Spiritual Character at SD Muhammadiyah Plus Salatiga

Abstract: Implementation of Value Education and Religious Spiritual Character at SD Muhammadiyah Plus SalatigaThe purpose of this research is to find out the approach and strategy of values education and spiritual character at SD Muhammadiyah Plus Salatiga. The preparation of this article was carried out using qualitative research methods, namely by collecting data or materials related to the themes and problems of the discussion taken from field sources. The results show that the education of religious spiritual values and characters at SD Muhammadiyah Plus Salatiga leads to the concept of education of human character values about Allah Swt, religious character values towards oneself, social religious character values, and religious character values towards the environment. The approach to religious values and character education uses various approaches, namely: doctrinal approach, authoritative approach, action approach, appreciation approach, and effective approach. The strategy is carried out in instilling value education and religious spiritual character in several ways, namely: First, religious spiritual character that is vertical. Second, the social religious character that is realized is horizontal (fellow humans). Third, religious spiritual character in the environment.Abstrak: Penerapan Pendidikan Nilai dan Karakter Spiritual Religius di SD Muhammadiyah Plus SalatigaTujuan penelitian ini adalah untuk mengetahui pendekatan dan strategi pendidikan nilai dan karakter spiritual di SD Muhammadiyah Plus Salatiga. Penyusunan artikel ini dilakukan dengan menggunakan metode penelitian kualitatif, yaitu dengan mengumpulkan data atau bahan-bahan yang berkaitan dengan tema dan permasalahan pembahasan yang diambil dari sumber lapangan.. Hasil penelitian menunjukkan bahwa endidikan nilai dan karakter spiritual religius di SD Muhammadiyah Plus Salatiga mengarah pada konsep pendidikan nilai-nilai karakter manusia dalam hubungannya dengan Allah Swt, nilai-nilai karakter religius terhadap diri sendiri, nilai-nilai karakter religius sosial, nilai-nilai karakter religius terhadap lingkungan. Pendekatan pada pendidikan nilai dan karakter religius menggunakan berbagai pendekatan yaitu: pendekatan doktriner, pendekatan otoritatif, pendekatan action, pendekatan penghayatan, dan pendekatan efektif. Strategi yang dilakukan dalam penanamkan pendidikan nilai dan karakter spiritual religius dengan beberapa cara yaitu: Pertama, karakter spritual religius yang bersifat vertikal. Kedua, karakter religius sosial yang diwujudkan bersifat horizontal (sesama manusia). Ketiga, karakter spiritual religius pada lingkungan

PEMBINAAN AKHLAK MULIA SANTRI PONDOK PESANTREN API AL RIYADLOH KABUPATEN SEMARANG

This research aims to describe the unique phenomenon of fostering noble character at Pondok Pesantren API Al Riyadloh using a qualitative descriptive approach. Involving observation techniques, semi-structured interviews, and documentation, the researcher sought data to identify forms of moral development, such as exemplification, exercises, advice, discipline, praise, and sanctions. The validity of the data was tested using source and technique triangulation. The results indicate that moral development at Pondok Pesantren API Al Riyadloh employs various methods, including exemplification, exercises, and advice as means of internalizing moral values. Discipline, praise, and sanctions are used as instruments for supervision and character formation. Factors supporting moral development include the students' awareness of religious values, their backgrounds, and the leadership roles of the Kiai and teachers. On the other hand, the hindering factors involve the students' egos and their surrounding environment. Student awareness is considered the primary foundation, while individual backgrounds and the role of educational leaders play a crucial role in the development process. This research provides a deep understanding of the dynamics of moral development in Islamic boarding schools, highlighting challenges and potential for further development in the education of moral values.

Social Value in Panggih or Temu Manten Tradition in Temanggung Wedding

The tradition of panggih or temu manten is an integral part of Javanese culture and becomes one of the important ceremonies in weddings in Temanggung Region. This tradition is not only a series of practical actions before the wedding, but also carries deep social values that strengthen relationships between individuals, families, and communities. This study aims to explore and analyze the social values contained in the panggih or temu manten tradition and how these values are reflected in related practices and beliefs. The research method adopted a qualitative approach with a focus on ethnography and in-depth interviews. Data were collected through direct observation during the preparation and implementation of the panggih or temu manten tradition, as well as through in-depth interviews with participants, families, traditional leaders, and local community leaders. Data were analyzed qualitatively by identifying thematic patterns that emerged from the observational and interview data. The results showed that the tradition of panggih or temu manten in Temanggung area contains social values that can be found, among others: 1) The value of mutual cooperation, 2) The value of solidarity and harmony, 3) The value of kinship and kinship, 4) The value of respect for local traditions and culture, 5) The value of moral values education, 6) The value of community roles and involvement. This research also provides deep insight into the importance of the panggih or temu manten tradition as an organizer of strong social values in Temanggung society. The social, cultural and religious implications of this tradition are also discussed as a contribution towards a better understanding of the dynamics of Javanese society.

Evaluation of Values Education in Out-of-School Learning Environments in terms of the Applications in Preschool: Systematic Literature Review

Değerler eğitimi aileden başlayıp, okulda devam ederek çevreyle iş birliğinde olduğu için sadece sınıf içi süreçleri ile sınırlı olmayacak kadar önemlidir. Değerler eğitimi, kişilik gelişiminde önemli bir yeri olan erken çocukluk döneminden başlanılarak okul öncesi dönemde farklı yöntem ve tekniklerle okul dışı süreçlere taşınabilir. Okul öncesi dönemde yapılan araştırmalarda değerler eğitiminde okul dışı öğrenme ortamlarına doğrudan yer verilmezken, okul dışı öğrenme merkezlerinde uygulanan etkinlikler sonucu değer kazanımı gerçekleşmektedir. Farklı yaş grubuyla yapılan çalışmalarda ise doğrudan okul dışında değerler eğitimine yer verilmektedir. Bu çalışma okul dışı öğrenme ortamları ve değerler eğitimi ile ilişkili olan çalışmaları sistematik literatür taraması ile analiz ederek; (1) okul dışı öğrenme ortamları ve okul öncesinde değerler eğitimi içeren araştırmaların yöntemsel özelliklerinin (2) araştırmalarda kullanılan okul dışı ortam ve ele alınan değerlerin incelenmesi (3) okul öncesinde değerler eğitimi kapsamında ele alınan etkinlik türleri ve hangi değerlere yer verildiğinin incelenmesini amaçlamaktadır. Sistematik literatür taraması dahilinde YÖK Tez, TRDizin, Google Scholar ve DergiPark veri tabanları taranarak 28 araştırma irdelenmiştir. Verilerin analizinde Maxqda 2022 programı kullanılmıştır. Araştırmaların 17’si nitel yöntemle tasarlanmış; katılımcı grubu olarak öğrencilerle çalışılmış olup sınıf içinde ve dışında yer alan değer türleri birbirine benzer olarak bulunmuştur. Araştırmaların 17’si nitel yöntemle tasarlanmış; katılımcı grubu olarak öğrenci, öğretmen adayı ve öğretmenlerle çalışılmış olup sınıf içinde ve dışında yer alan değer türleri birbirine benzer olarak bulunmuştur. Okul dışında ele alınan değerler on kök değer yanında kültürel ve tarihi mirasa duyarlılık, barış, çevreye farkındalık, hoşgörü, bilimsellik, estetik gibi değerlere yer verilmiştir. Okul öncesinde ele alınan değerler saygı, sorumluluk, sevginin yanında cesaret değeri de bulunurken etkinlikler sınıf içi ortamla sınırlı kalmıştır. Değerlere yer verme durumu açısından okul dışında yapılan çalışmalarda ve okul öncesi eğitim ile ilgili yapılan çalışmalarda benzer değerler bulunurken yöntem ve teknikler açısından da sınıf içinde uygulanan eğitsel oyun, drama, gözlem gibi tekniklerin okul dışında da kullanıldığı görülmüştür.

IMPLEMENTASI PENDIDIKAN NILAI-NILAI MORAL DALAM PEMBELAJARAN PKN DI SDK ONEKORE 1

The aim of this research is: To describe how moral values education is implemented in Civics learning at SDK Onekore 1 Hayam Wuruk. This research uses a descriptive qualitative approach. Data collection in this research was obtained through observation, interviews and documentation. Data analysis in this research uses qualitative data analysis techniques which include data collection, data presentation, and drawing conclusions. The results of the research show that: (1) Implementation of moral values in learning Pancasila and citizenship education, namely the values of discipline, honesty, religion, independence, responsibility, democracy, love of the country, and social care and demonstrated through attitudes or behavior that reflect these values. Moral values. (2) Factors supporting the implementation of moral values in citizenship education learning include the condition of the environment around the school, role models and habits, as well as meetings between educators and parents. Meanwhile, the inhibiting factors are the absence of educators, lack of parental attention, and excessive use of gadgets

Strengthening DepEd CALABARZON's Commitment to Values-Based Education

The Department of Education (DepEd) remains unwavering in its commitment to guiding and nurturing Filipinos who hold a deep love for their country and actively participate in nation-building. It steadfastly pursues a learner-centered approach, instilling values that inspire youth to be God-fearing, humane, environmentally conscious, and patriotic. In line with its mission, DepEd CALABARZON aligns with this vision and emphasizes the importance of values education in the Philippine Curriculum. Recognizing the significance of values, DepEd consistently integrates core values – MakaDiyos, Makatao, Makakalikasan, and Makabansa – into its educational framework. These values are assessed quarterly alongside academic achievements, shaping learners into well-rounded individuals. Edukasyon sa Pagpapakatao and the Homeroom Guidance Program further foster commendable values and attitudes, motivating students to excel in both education and employment. However, the current assessment and recognition system fails to emphasize the importance of value formation, leading students to undervalue these essential qualities as they complete basic education. A cultural shift is necessary to promote positive values that foster a highly innovative and trust-based society. DepEd CALABARZON conducts a qualitative-quantitative study to identify factors contributing to learners’ values, characters, and attitudes and the challenges they face in evolving these traits. The study aims to propose an innovative character education program rooted in DepEd’s core values, Edukasyon sa Pagpapakatao, and Homeroom Guidance competencies. This program seeks to recognize excellence in shaping fully developed CALABARZON learners, thereby strengthening DepEd’s core values and producing notable graduates in the future.

Research on the Integration of Ideological and Political Education into Auditing Curriculum in the Era of Digital Intelligence

In the era of digital intelligence, economic development imposes increasingly higher professional requirements on financial and auditing professionals. and their civil, administrative and criminal responsibilities have also been significantly increased. In the training of talents, more attention should be paid to the education of business ethics, professional ethics and correct values. The goal of ideological and political teaching of auditing course is high and the task is arduous. Only by fully exploring ideological and political materials, fine designing teaching process and adopting diversified teaching methods can we achieve the expected teaching effect. Based on the requirements of relevant laws and regulations and auditing standards for auditing profession in China, this paper combines the characteristics and contents of auditing curriculum, guides students to pursue value and cultivate professional spirit, and integrates ideals and beliefs, patriotic feelings, scientific spirit and professional ethics education into the whole teaching process.

Traditional beliefs and willingness to pay for improving a mining-polluted river in Ghana

Pollution of water resources is a widespread challenge across the globe which requires effective policy measures. However, in many instances, state institutions are weak in addressing these problems. One then wonders what alternative management regimes can be used in place of public policies. This study examined the willingness to pay (WTP) for the improvement of the Ankobra River, a mining-polluted river in the Western Region of Ghana, using the contingent valuation method. Primary data was collected from 611 respondents from 8 communities in the Prestea-Huni Valley Municipality and were analysed using probit and interval regression models. The findings suggest that respondents were concerned about the current polluted state of the Ankobra River and traditional beliefs regarding the spiritual value of the river were still very relevant to them. Consequently, respondents with the belief that the river is an abode of gods as well as natives who believe that Ankobra River is a god were more likely to pay for the improvement of its water quality. Surprisingly, respondents who believed that the river is a god had a lower WTP. Income, natives, existence value, secondary and tertiary education also had positive significant association with WTP, older respondents were less likely to pay while respondents with bigger household sizes, and the divorced had lower WTP. The estimated mean WTP for water quality improvement of the Ankobra River is GHC 51.52 ($6.62) per annum. Local community involvement in policy decision-making regarding water resources is key.

Values manifested in life purposes of higher education students in the Netherlands and Finland

ABSTRACT This study investigates the life purposes and values of higher education students in the Netherlands and Finland (n Dutch = 663, n Fin = 846). The theoretical framework is built on the conceptualisation of life purpose by Damon et al. as well as Schwartz’s values model. The study adopted a convergent mixed methods design analysing qualitative and quantitative survey data. The content of students’ life purposes was explored with qualitative content analysis, followed by a statistical analysis of values measured with Short Schwartz’s Value Survey (SSVS) and examination of the alignment of purpose content and values. In both countries, students studying in generalist higher education institutions identified happiness as their most important (content of) life purpose, indicating a prevalence of hedonistic values. Students at a university with a specific emphasis on moral and values education expressed universalism, benevolence and self-direction as their purpose content, and also reported these as their values. We conclude that the model by Schwartz offers a valuable analytical tool for studying the content of life purposes. We also discuss the implications of our findings for developing moral and value education in the context of higher education.

Social Values and Authority in Education: Collaboration between School and Families

A coordinated approach involving both school and families is essential for education to be successful. Mutual support and the satisfaction to teachers and parents alike are particularly important in the area of education in values. We carry out a pilot study, from which we obtained enough information to design and apply family education programmes in the future. In this paper, we explain the design and implementation of the programme: 1) a brief state of the question and a review of some recent bibliography; 2) the stages in which this pilot project was put into practice; 3) some conclusions will be drawn as a guide for future work in this area. The school with which we made our action-research agreement was San Viator (Vitoria, Spain), an independent school with some public funding. The headmaster, the coordinator, and the school counsellor were the professionals who collaborated directly with our project. The educational goal was to provide guidance for parents with children in years 3 and 4 (aged 8 to 10), and the school itself invited these parents to take part in the programme. Out of 75 families at the school, 40 expressed interest, 26 (fathers and mothers) took part in the diagnosis, and 12 mothers participated in the programme.

Parental Involvement in Education in Ghana: The Case of a Private Elementary School

The author of the study reported here set out to understand and then explain the degree to which predominantly low-income, illiterate parents of children at a Ghanaian community school value education. Information gained from this exploratory study will contribute to the knowledge base on the nature of parental support — specifically, perceptions and the valuing of education in an economically developing nation in sub-Saharan Africa. The exploratory nature of this study, however, identified other factors associated with parental values and parental involvement in education that influence the nature and degree of educational support that they provide to their children, including culture, economic circumstances, priorities, self interest, parental level of education, family structure, and family size. This study raises fundamental questions about parental perceptions toward education in the Weija Community of Ghana that have relevance for other countries in Africa.

Powerful Knowledge as a Conceptual Frame for Teaching Controversial Issues in Ethics and Values Education in Social Studies Subjects

Much has recently been written about how teaching on “controversial issues” may be designed and developed in accordance with various pedagogical and didactic guidelines and based on a democratic ethos. In this article, I develop an analysis of the theoretical prerequisites for a tenable and solid teaching on controversial ethical issues in social-studies subjects. With reference to Diana Hess’s research, which identifies four pedagogical strategies in teaching on controversial issues in a general sense, I critically examine how these strategies can be conceived in a context where ethics and values education are taught in school. I make a claim for the importance of exploring an ethical meta-language for the establishment of a theoretical framework, defined with regard to the concept of powerful knowledge, where teachers may find support for teaching on controversial ethical issues. This claim is supported by a critical discussion of Michael Hand’s well-known defence of the “epistemic criterion”.

Evaluation of cultural ecosystem services in mountain-type scenic areas: an importance-performance analysis of the Road of Tang Poetry in Eastern Zhejiang, China

ABSTRACT The Road of Tang Poetry in Eastern Zhejiang is a cultural route where nature and culture harmoniously intertwine. Mountain-type scenic areas play a vital role in providing core cultural ecosystem services (CES). To investigate the significance and distribution of landscape resources along the Poetry Road, a preliminary study was conducted in the densely concentrated areas of Shaoxing, Taizhou, and Ningbo. From these regions, six representative mountain-type scenic areas were selected for the research: Kuaiji Mountain, Qinwang Mountain, Wanwei Mountain, Tianmu Mountain, Tiantai Mountain, and Xuedou Mountain. Based on their designation status, these areas were categorized into national and non-national scenic areas. The research employed a combination of online and offline questionnaires, as well as semi-structured interviews. An importance-performance analysis (IPA) was introduced, and SPSS software was utilized to conduct U-tests on the statistical results. This analysis aimed to compare the differences in importance and performance of CES among the various mountain-type scenic areas. Furthermore, an overall evaluation of CES for the mountain-type scenic area was carried out using an optimization demand zoning approach, involving categories such as “Keeping up the good job”, “Concentrate here”, “Possible overkill”, and “Low priority”. Additionally, a comparative analysis was conducted between the two types of mountain-type scenic areas, considering aspects like aesthetic value, leisure tourism, cultural diversity, and nature education. The findings indicate that the overall importance of the core CES provided by mountain-type scenic areas significantly exceeds the performance score, implying that public expectations for these sites surpass the actual experience. Notably, the distinction between the two types of mountain-type scenic areas, national and non-national, lies primarily in their performance. Among the evaluation subcomponents, respondents’ perceptions are notably influenced by natural resource advantages, architectural style, recreation offerings, site iconicity, and historical heritage and preservation. The abundance of cultural activities emerges as a crucial factor contributing to the substantial performance disparity between the two types of scenic areas, underscoring the significant impact of cultural heritage on the development imbalance in mountain-type region. Furthermore, cultural heritage plays a pivotal role in promoting the establishment and enhancing the competitiveness and identity of mountain-type scenic areas. Consequently, prioritizing the protection and utilization of non-national mountain-type scenic areas cultural heritage can effectively elevate the level of CES supply and meet the demand in mountain-type scenic areas. The IPA has promoted the CES performance of mountain-type scenic areas to be closer to its importance, thereby fostering a more balanced CES of the Road of Tang Poetry in Eastern Zhejiang.

A Phenomenological Study of Value (Moral) Education in a School of Kirtipur Municipality

This study aims to explore how teachers experience on value education particularly related to moral education of students in a public school in Kirtipur. In addition, the study explores the challenges of maintaining value education that positively and adversely imparts quality education. A qualitative research design embedding phenomenological study was used in this study. Three secondary-level teachers were interviewed for more than half an hour each. The data were analyzed through thematic analysis. The finding shows students show a wide range of moral behaviors that make the importance of value education. In addition, Teachers face certain problems related to the curriculum, social environment, and family while transmitting values to students.