Moral Education Curriculum Research Articles

Research on the Integration Model of Moral Education in Group Schools: A Case Study of H Education Group in China

Group schools are increasingly emerging as a school-running model that balances and improves school quality. The integrated model can promote the connection within the group school, and is an ideal way to promote the improvement of the school's moral education effect. The research adopts qualitative research, collects data information such as documents through observation method and interview method, and conducts data processing through text analysis method. The study selected four representative affiliated schools in the H Education Group, observed their open classes and teaching and research; meanwhile, conducted open talk with a total of eight front-line teachers in four schools to understand the current status of the integration of moral education in the group school. The study found that the integration of moral education in group schools mainly involves three main bodies, namely universities, member schools and local teaching and research offices. The interaction of the three main bodies forms three elements: content, resources, and culture. Group schools should strive to form a unique school-based moral education curriculum, and at the same time build a long-term interoperable teaching and research platform, and generate a harmonious and diverse group culture, thereby achieving integration.

Exploration of Cultivating the Craftsmanship Spirit and Integrating it into Vocational Moral Education Curriculum

Exploration of Cultivating the Craftsmanship Spirit and Integrating it into Vocational Moral Education Curriculum

Systematic Literature Review: Students' Sustainable Thinking Toward Environment

Environmental issues are often debated in the mass media, thus indicating the need for improvement in existing efforts, primarily through the education system. It is common knowledge that environmental education is a curriculum integrated into several subjects, one of which is Moral Education. In addition, environmental sustainability is one of the elements across the curriculum applied in the Moral Education. This shows that the application of this education is crucial in helping to realize the goals of the Moral Education curriculum in line with the goals of sustainable development. Therefore, this article is presented to review the literature on students' sustainable thinking toward the environment. The researchers use the Systematic Literature Review methodology based on three stages of selecting relevant articles: identification, screening, and eligibility. The findings of this article showed that the level of sustainable thinking of students is still at a low level, while the application of environmental education is not satisfactory. This research integrated various research designs where studies were selected based on published standards. The articles used were those published from 2015 to 2022. This study selected articles using two leading databases, Scopus and Web of Science, and one supporting database, Google Scholar. This study is expected to be a source for other studies on sustainable thinking toward the environment.

Tertiary Institutions Lecturers and Students Level of Moral Development: Counseling Implications for Nigeria’s National Development

This study investigated the moral development levels of tertiary institutions lecturers and their students in South-West of Nigeria. 12 Tertiary institutions, from which 10 lecturers and 30 students per school, giving a total sample of 240 subjects, were selected through stratified random sampling technique, and participated in this study. Kohlberg’s (1977) Heinz’s wife dilemma and simbo’s (1989) civil responsibility episode served as validated research instruments. T-test was used in comparing the mean score of responses by lecturers and students on a 6-point Likert scale which corresponded to the six stages in the Kholbergian model.It was hypothesized that there would be no significant differences in the moral development levels of lectures and their students and between female and male students who participated in this study. Results of the data collected and analyzed showed that there is no significant difference between lecturers and their students (t = 0.67, P>.05) in their level of moral development. Similarly, the null hypothesis that predicted similarity in the moral development level of male and female study subjects was confirmed (t=0.49; P>0.05). The main counseling implication is that the time for training of more professional counselors to carter for the ever increasing population in Nigeria is now. Related to this is that functional counseling centers be establish in all schools in Nigeria.The study also recommended, among others, that moral education curriculum be design for our schools and made a core subject, especially at primary and secondary school levels of our educational system in Nigeria.

Contribution of Sheikh Abdul Wahab Rokan To The Internalization Of Moral Education in Besilam, Langkat Regency

The title of the research is the Contribution Analysis of Sheikh Abdul Wahab to the internalization of moral education in Besilam. Langkat Regency. The research formulation is what contribution Sheikh Abdul Wahab has made in moral education in Besilam, Langkat Regency and how relevant it is in Islamic life in Besilam, Langkat Regency. The purpose of this research is to analyze what contributions have been made by Sheikh Abdul Wahab Rokan to the internationalization of moral and relavance education in Islamic life in Besilam, Langkat Regency.This type of research is qualitative research. With a historical approach. The source of data used in this research is the library. This research is also called and field research. The data collection techniques in the field using the interview and observation methods. The results of this study indicate that Sheikh Abdul Wahab has an important contribution to the internalization of moral education in Besilam, starting from building a Mushola (Madrasah), Sheikh Abdul Wahab Rokan plays a role in determining the moral education curriculum in Besilam which emphasizes Tawhid and Tasawwuf and has relevance to Islamic life in Besilam, Langkat Regency.

Project-Based Learning for 21st-Century Skills: An Overview and Case Study of Moral Education in the UAE

Project-based learning (PBL) is a relatively recent innovation in teaching methodology that uses real-world learning activities to engage student interest and motivation. PBL equips students with skills necessary for the current job market: communication, collaboration, creativity, and critical thinking. This paper provides an overview of PBL, highlighting its effectiveness and potential role in helping students learn these skills. Steps for successful implementation of PBL are outlined, with particular focus on project design and assessment methods. PBL is then linked to moral education, both generally and with specific reference to the United Arab Emirates, with examples showing how PBL has been utilized to achieve this country’s educational policy aims. The paper concludes that PBL should be adopted to deliver the moral education curriculum and promote student engagement in community development projects.

Exploration and Practice of Moral Education Courses in Universities in Big Data Era

Since the moral education acts an important role in daily life, the construction of moral education curriculum will have important consequences on the final effect of moral education work through the management of curriculum objectives, curriculum structure, curriculum content, curriculum implementation, and curriculum evaluation. The development and application of big data bring new direction for the enhancement and progress. This work gives the definition of big data in the teaching of moral education in universities. Secondly, the application status of big data in moral education teaching in colleges is studied. According to the existing research, the popularization of big data technology has completely changed the teaching concept of moral education in colleges and universities. Based on the second part, abundant theoretical research has been achieved and successfully applied in the teaching of moral education. Finally, this paper designs targeted big data strategies and analyzes the differences of different big data technologies in the effects of moral education to improve the effects of moral education in modern colleges and universities. The research of this paper has both theoretical and practical significance.

2022 개정 도덕과 교육과정의 생태전환교육 적용 방안

Objectives The purpose of this study is to propose a plan to effectively apply ecological transformation education to the 2022 revised moral education curriculum. Methods To this end, the concept formation and progress of eco-conversion education and the contents related to eco-conversion education in the 2015 revised moral curriculum were analyzed, and holistic education and the curriculum of local regional offices were explored in relation to eco-conversion education in order to come up with a plan to effectively reflect the ecological transformation education in the 2022 revised moral education curriculum. Results Although some content elements related to ecological transformation education were reflected in the 2015 revised moral education curriculum, the linkage and systemicity between school levels was found to be low. Therefore, this study developed and proposed two achievement standards for each grade group based on the core ideas and questions in the ‘relationship with nature’ area presented by the researchers of the 2022 revised moral and curriculum. Conclusions It is urgent to develop a curriculum that can systematically practice ecological transformation education in consideration of the student development stage by school level and the sequence of learning contents, and it is necessary to select the elements of ecological transformation education suitable for the 2022 moral and curriculum, and to elaborate and present the achievement standards accordingly.

The Confucian Ethics Curriculum in Singapore

Abstract In Singapore, the Confucian Ethics Curriculum was introduced between 1984 and 1992 as an elective subject of the moral education curriculum for secondary three and four students. The Singapore government put the Curriculum Development Institute of Singapore (“the Curriculum Development Institute of Singapore”, hereinafter referred to as “CDIS”) under the Ministry of Education in charge of developing a set of textbooks called Confucian Ethics and training teachers to teach them in schools. The textbooks were used in all secondary schools nationwide to fulfill the objective of teaching Confucianism. The attempt of systematic introduction of Confucianism to students as young as 15 or 16 years old through a formal curriculum in the public education system by the state is probably rare even in current Chinese societies, not to mention that the project was implemented nearly 40 years ago. The introduction of this curriculum in Singapore is of some significance for the preservation and promotion of Confucianism. This paper examines the Chinese textbooks of the curriculum in terms of background, objectives, systems, content, characteristics, and inspiration for future generations.

The Analysis of Teachers' Perceptions of Moral Education Curriculum.

With the development of teachers’ psychological cognition, the moral education curriculum develops as per the changes in times. Currently, a resurgence of interest on studying teachers’ perceptions of the moral education curriculum has observed. This is because moral education curriculum of each country plays a unique role in the overall design of the country’s education curriculum. However, studies on teachers’ perceptions of the moral education curriculum are scarce, and no framework has been developed to guide the teaching and learning of teachers for the moral education curriculum for schools. The moral education curriculum serves as one of the main vehicles for value education, with teachers as direct executors. It can influence the overall development of the school system and long-term development of a country. Thus, in this paper, we reviewed current literature related to teachers’ perceptions of the moral education curriculum and developed future trends considering teachers’ perceptions of the moral education curriculum in improving existing moral education programs in a country. We identified a list of keywords related to moral education curriculum and teacher perceptions and relevant to the scope of this study. These keywords were used to search the articles from the Scopus and WoS studies. Overall, 32 papers meeting the search criteria were retrieved. Further, we conducted thematic studies, and four themes were successfully identified: the model of teacher perceptions of moral and national education, the dimensions of the teacher ethics model (framework), teaching strategies, and the role of teachers. The results of this study suggested a new framework for research trends in teachers’ perception models, particularly toward the moral education curriculum. This study contributed to the knowledge regarding teaching and learning approaches of moral education considering teachers’ perceptions of the moral education curriculum. The findings of study would benefit future studies and would improve the implementation of a country’s moral education program.

Ortaöğretim Din Kültürü ve Ahlak Bilgisi Dersi Öğretim Programı’nda Bulunan Bilişsel Kazanımların Yenilenmiş Bloom Taksonomisi’ne Göre İncelenmesi

Bilim ve teknolojide yaşanan gelişmeler, insanın ve toplumun değişen ihtiyaçları, dünyadaki eğitim yaklaşımlarında yaşanan yenilikler gibi nedenler öğretim programlarının sürekli olarak güncellenmesi ihtiyacını ortaya çıkarmaktadır. Bu amaçla Millî Eğitim Bakanlığı en son 2010 yılında yenilenen Ortaöğretim Din Kültürü ve Ahlak Bilgisi Öğretim Programı’nı 2018 yılı içerisinde yenilemiştir. Oluşturulan programla öğrencilerin bilgiyi üreten, ürettiği bilgiyi hayatında işlevsel olarak kullanabilen, karşılaştığı problemleri çözebilen, eleştirel düşünebilen, girişimci, kararlı, iletişim becerilerine sahip, empati yapabilen, topluma ve kültüre katkı sağlayan nitelikler kazanması hedeflenmektedir. Ayrıca bu programla Din Kültürü ve Ahlak Bilgisi derslerinin salt bilgi aktaran bir ders olmaktan çıkarılıp değer ve beceri kazandırmayı sağlayan, bireysel farklılıkları dikkate alan, sade ve anlaşılır bir ders haline getirilmesinin amaçlandığı belirtilmiştir. Beceri temelli öğrenme, çoklu zekâ ve öğrenci merkezli öğrenme gibi yaklaşımların dikkate alınarak hazırlandığı Ortaöğretim Din Kültürü ve Ahlak Bilgisi Dersi Öğretim Programı'nda temel becerilerin ön planda tutulduğu, öğrenme sürecine öğrencinin aktif katılım sağlayarak araştırma yapabileceği, keşfedebileceği, çözüm ve yaklaşımlarını paylaşıp tartışabileceği ortamların sağlanmasının önemi vurgulanmıştır. Din Kültürü ve Ahlak Bilgisi dersleri Milli Eğitim Temel Kanunu’nda belirtilen milli, manevi, ahlaki, insani ve kültürel değerlere sahip nesillerin yetiştirilebilmesi için önemli bir imkân sunmaktadır. Bu bağlamda bu derslerin öğretim programlarının eğitimde yaşanan gelişmeler doğrultusunda sürekli güncellenmesi ve çağın ihtiyaçlarına cevap verebilecek bir donanıma sahip olabilmesi yetişen nesillerin istendik bilgi, beceri, tutum ve davranışlar kazanması noktasında oldukça önemlidir. Yenilenmiş Bloom Taksonomisi de öğretim programlarının niteliğinin artırılmasında önemli bir etkiye sahiptir. Çalışmada Millî Eğitim Bakanlığı tarafından 2018-2019 eğitim öğretim yılında hazırlanarak uygulamaya konulan Ortaöğretim Din Kültürü ve Ahlak Bilgisi Dersi Öğretim Programı’nda bulunan bilişsel kazanımların Yenilenmiş Bloom Taksonomisi’ ne göre incelenmesi hedeflenmiştir. Bu amaçla öğretim programında belirtilen kazanımlar öğrenme alanlarına göre sınıflandırılmış, ardından bilişsel kazanımlar bilgi ve bilişsel süreç boyutlarına göre analiz edilmiştir. Programda toplam 89 kazanım bulunmaktadır. Çalışmanın örneklemini, programda bulunan ve bilişsel alana ait olan 79 kazanım oluşturmaktadır. Öğretim programındaki bilişsel kazanımların bilişsel süreç boyutundaki genel dağılımlarında anlama ve değerlendirme basamaklarındaki yoğunluk dikkat çekmektedir. Kazanımların tümünün %39,24’ü anlama basamağında bulunurken %34,17’si değerlendirme basamağında yer almaktadır. Yaklaşık her dört kazanımdan üçünün bu basamaklarda bulunması tam öğrenmenin gerçekleşmesi için kazanımların her basamakta dengeli olarak dağılması gerekliliğiyle ters düşmektedir. Kazanımların %8,86’sı hatırlama basamağında yer alırken %17,72’si çözümleme basamağında bulunmaktadır. Öğrencilerin öğrendiği bilgilerden hareketle hayatta karşılaştığı problemleri çözülebilme kazanımını elde ettiği uygulama basamağı ile öğrenilen bilgilerden yola çıkılarak yeni bilgilerin ortaya konulmasının amaçlandığı yaratma basamağında hiçbir kazanımın bulunmaması programın önemli bir eksiğidir. Bu durum öğretim programında belirtilen; öğrencilerin bilgiyi üreten, hayatta işlevsel olarak kullanabilen ve bu sayede problem çözebilen, eleştirel düşünen, topluma ve kültüre katkı sağlayan nitelikler kazanması hedefiyle çelişmektedir. Bu çalışmada nitel araştırma yöntemleri arasında bulunan doküman analizi yöntemi kullanılmıştır. Bu yöntemde araştırılacak konu hakkında yazılı bilgi kaynaklarının incelenmesi amaçlanmaktadır. Bu süreç; verilere ulaşılması, verilerin orijinalliğinin kontrol edilmesi, anlaşılması, analizi ve araştırmanın amacına uygun olarak değerlendirilmesi olmak üzere beş aşamada gerçekleştirilmektedir. Bu doğrultuda konu kapsamında olan kitap, tez, bilimsel makale ve sempozyum bildirileri amaca uygun olarak taranarak analiz edilmiştir. Elde edilen veriler, 2018-2019 eğitim-öğretim yılından itibaren uygulanan Din Kültürü ve Ahlak Bilgisi Dersi Öğretim Programı’nda bulunan kazanımların Yenilenmiş Bloom Taksonomisi’ne göre değerlendirilmesine zemin oluşturmuştur.

Fuzzy Delphi Approach in The Development of a Human Model of Moral Education for Juvenile in Malaysian Prison Schools

The development and revision of the new curriculum currently brings changes in rapidly growing trends. In fact, this discipline is also being innovated in the form of a new dimension known as the futuristic curriculum or the future curriculum. In this 21st era, the future curriculum is seen as one of the requirements for designing, planning, implementing and evaluating an educational policy or policy. This study examines the application of the Soft Model of Moral Education for adolescents in Malaysian prison schools using the Fuzzy Delphi approach. The purpose of this study was to obtain expert views on the development of this model in the Moral Education curriculum, specifically for students in prison schools. Fuzzy Delphi (FDM) technique was used to obtain expert consensus by distributing instruments to 23 selected experts from various fields and backgrounds to answer research questions. The findings of the study showed that the expert group consensus was over 75% by noting 88% - 92% for each component in this model. In addition, the threshold value for most of the sub-items is 0.2 and a fuzzy score must be equal to or greater than 0.5 has also been achieved for all elements which is between 0.87-0.92. Overall, the expert consensus is "strongly agree" that the Soft Model is more effective in being used in Moral Education for adolescents in Malaysian prison schools.

Collaborative, child-led philosophical inquiry in Religious and Moral Education

ABSTRACT Situated in the context of the Scottish Religious and Moral Education (RME) curriculum, this article considers the practice of Community of Philosophical Inquiry (CoPI) and how it supports the RME curriculum. Sharing extracts from children’s CoPI sessions, the article reflects on the ways in which ten and eleven year-old children discuss religious and theological ideas philosophically. The child-led, collaborative approach demonstrates that the children work together to create meaning. It is proposed that the RME curriculum, or the enactment of the curriculum, often misses opportunities for children to engage with philosophical ideas about religious and theological concepts, and that an explicitly dialogic, philosophical approach affords important opportunities to support children’s self-understanding in-relation with the world and others.

An Evaluation of Teachers Pedagogical Content Knowledge (PCK) in Religious and Moral Education Curriculum in the Junior High Schools (JHS) of Ghana

An Evaluation of Teachers Pedagogical Content Knowledge (PCK) in Religious and Moral Education Curriculum in the Junior High Schools (JHS) of Ghana

Designing a curriculum model for individual ethics education in the second year of high school

Background and purpose: This research was conducted with the aim of designing a moral education curriculum model in order to fulfill individual duties in the second year of high school. Method: The research method is content analysis, which was carried out following Krippendorf's qualitative model and the Delphi technique. The participants in the research were formed by a group of university experts in the fields of curriculum planning and Islamic education. The number of participants continued until reaching data sufficiency and included 30 people. The data collection tool was a semi-structured interview, and their analysis method was content analysis, coding and Delphi validation. Findings: The results of the research indicated that the components of the model of moral education in the second period of high school are: the subject, the needs of the learners, the characteristics of the target society and the elements of the curriculum. The priorities of the constituent components are: the validity and importance of moral education, the age needs of learners, their gender differences, being adorned with moral traits, monitoring moral behavior. In the curriculum elements section, the priorities are: educational goals, curriculum content, teaching strategies, resources and tools, learner activities, space, time, learner grouping and evaluation method. Conclusion: In line with the identification and priorities of the elements that make up the curriculum of individual ethics, these priorities were obtained: after determining the educational goals that were mentioned, the curriculum content was the next priority, in which attention was paid to learning areas, text factors, images and learning activities. based on objective and subjective examples of moral behavior have been given priority. After that, there are learners' activities, which include promoting moral knowledge, predicting individual and group activities, and participating in complementary activities.

How to Integrate Chinese Teaching and Moral Education in Secondary Vocational Schools

With the rapid development of modern educational concepts, traditional classroom teaching has undergone tremendous changes in teaching concepts, teaching methods, teaching environment and so on. Moral education is an important part of the integration of moral education and classroom knowledge teaching in the secondary vocational school. The auxiliary teaching tools of subject courses provide an effective way for the reform of traditional education. Based on the analysis of the current situation of the development of the teaching curriculum model, this study constructs a moral education curriculum model suitable for secondary vocational school students. A new teaching mode has emerged in the teaching system of the Chinese course of the secondary vocational school. The Chinese education system of the secondary vocational school, which integrates the ideological and moral education, can not only cultivate the students' learning interest and initiative, learning ability and classroom participation, but also the teaching effect is obviously better than the traditional classroom using paper courseware.

Program Pengembangan Kurikulum Aqidah Akhlak

This article discusses moral aqidah education which is a good medium to guide students to get good morals. In the world of education, there are always changes such as changes in the curriculum that develops. The development of the moral aqidah education curriculum does not only occur in the classroom but also in activities outside the classroom such as extracurricular activities. This article aims to find out that curriculum development programs through extracurricular activities are able to overcome the moral crisis, so that they can become Muslim human beings who develop and can improve the quality and piety of Allah SWT, and have noble character in carrying out daily life. The method used in this article uses qualitative research methods with the type of library research. The data collection technique used descriptive data analysis in the form of written data. Based on the article, it can be said that the moral crisis can be overcome through moral aqidah education by developing a curriculum, namely carrying out Islamic extracurricular activities.

Application of Mobile APP in Moral Education Course Teaching Based on Intelligent Internet of Things

Moral education is one of the important teaching goals of modern education. It is not a clear, specific, and microexamination teaching like knowledge and science but a political, ideological, and moral education in the form of curriculum teaching. In the information age, the Internet is filled with a huge amount of good and bad information. Facing the temptation and impact of bad information, moral education is very important. The main purpose of this research is to understand the current status of moral education curriculum teaching in China and propose a method of applying mobile APP to assist moral education curriculum teaching in accordance with the development difficulties faced by moral education curriculum teaching in the Internet era. This article uses the methods of literature research and questionnaire survey, by consulting the relevant literature and interviewing randomly selected teachers and students of moral education courses in secondary vocational colleges, from the basic conditions of students’ academic qualifications and age, moral education course learning situation, and moral education course teaching arrangements and conducts questionnaire surveys on mobile APP teaching applications. Finally, this article also uses statistical methods to analyze the difficulties and impacts of moral education curriculum teaching and tests the effectiveness of the application of mobile APP teaching methods in moral education teaching through the independent sample t-test method. Research shows that at the level of significance of α = 0.05 , the application of mobile APP does help to improve the learning efficiency and enthusiasm of students in the teaching of moral education courses and improve the teaching level of moral education courses.

Process drama in Chinese education: Possibilities and challenges in governmental policy papers and the curriculum of moral education

The article explores the potential of applying process drama in moral education in Chinese schools. By conducting a thematic review of the current national curriculum and policy documents from both historical and contemporary perspectives, the interconnection between the role of art and moral cultivation in China is discussed. Through an analysis of the national curriculum, the article suggests that applying process drama in school education can contribute to learning in the curriculum areas of both aesthetic and moral education. However, the existing commingling of concepts and definitions influences the actual drama practices in China. Consequently, a discussion of terminology is brought in, as well as an argument for the need to include drama as a discrete subject in schools, in addition to its function as a method for educational purposes. A process drama sample from the author’s drama praxis is included. The overall aim of the article is to contribute to an extended understanding of educational drama and theatre in a Chinese context and to gain new insights into possibilities and challenges for the future implementation of drama in education in China.

The significance of labor-human rights education and its applications to moral education curriculum

The significance of labor-human rights education and its applications to moral education curriculum