Value-based Education Research Articles

Education’s primary motive of overall human development in India: Case based perspective of Dayalbagh Educational Institute

The Indian higher education system faces significant challenges in integrating value-based education, sustainability, and consciousness, often prioritizing academic achievements over holistic development. This case-based research explores how Dayalbagh Educational Institute (DEI) effectively addresses these challenges by incorporating sustainability, value, and consciousness into its educational framework. DEI was selected for its distinctive approach, which emphasizes moral and social responsibility, fostering not only academic success but also the ethical development of students. The study draws on document analysis and observations to illustrate how DEI’s educational practices serve as a model for other institutions. The research underscores the urgent need for educational reforms in India that go beyond traditional metrics of success, addressing the gaps in moral education and sustainable practices. By fostering critical thinking, ethical decision-making, and social responsibility, DEI demonstrates how an education system can prepare students for future challenges while promoting a deeper consciousness about their role in society. The findings suggest that integrating value-based education with sustainability and consciousness not only enhances students’ holistic development but also contributes to broader goals of national development. DEI’s model offers practical insights and evidence for other educational institutions to adopt similar strategies, ensuring that future generations are better equipped to address societal challenges with a strong ethical foundation. This research thus provides a comprehensive view of the essential elements needed in modern education to create responsible and conscious global citizens.

Menumbuhkan Kreativitas dan Cinta Lingkungan Anak Pekerja Migran di Sanggar Bimbingan Kepong Malaysia dengan Proyek Pancasila Berbasis Zero Waste

This service aims to foster creativity and love for the environment in the children of migrant workers at the Kepong Guidance Center, Kuala Lumpur, through the Zero Waste-Based Pancasila Project. Children of migrant workers often face a variety of difficulties, such as lack of access to essential services and difficult economic conditions. This program provides formal and value-based education of Pancasila, which is integrated with the concept of zero waste. Through lecture and participatory methods, children are taught to utilize waste, especially paper, into products of economic value. This activity not only improves creative and critical thinking skills, but also in stills environmental sustainability values. The results of the program show the active participation and high enthusiasm of the children in the educational and practical process. In addition to increasing creativity, the program also strengthens children's awareness of the importance of an eco-friendly lifestyle and social responsibility. This program makes a positive contribution to improving the quality of life and future opportunities of migrant workers' children.

NEP and Social Development

The National Education Policy (NEP) is a landmark in the history of Indian education that aims to transform the education system by aligning it with the needs of the 21st century. The policy’s focus is on creating an inclusive, accessible, and flexible educational framework that promotes holistic learning and skill development. Furthermore, it emphasizes the integration of technology, value-based education, and the development of critical thinking. This paper delves into the relationship between the NEP and social development by exploring its potential to bridge gaps in society, foster equity, and contribute to overall national progress. By examining the NEP’s provisions, its relevance in addressing social inequalities, and its role in preparing students to meet the evolving needs of the economy, this paper aims to provide a comprehensive understanding of how education reforms can significantly impact societal development. Keywords: National Education Policy, social development, equity, inclusivity, skill development, education reform, holistic learning, digital education

New Reforms in Indian Higher Education: Rethinking the Education Model

The National Education Policy (NEP)-2020 will bring flexibility to the curriculum through a multidisciplinary and interdisciplinary approach, a new assessment process, resource empowerment, multiple exit options, and encouraging internationalization. Adopting an open curriculum with transdisciplinary course patterns, including flexibility in electives, has led to progress in skill development, holistic development, community engagement, technological integration, environmental education, and value-based education. Ranking and accreditation will have a significant impact on the quality of education and research. It is necessary to frame an education policy that will give better results in creativity, development of critical thinking, decision-making skills, and problem-solving abilities. The new reforms aim to enhance the quality and effectiveness of future-ready higher education institutions in India. In this paper, an attempt has been made to present various reforms in the Indian higher education system, its regulatory structure, and teaching pedagogy.

Comparative study of emotional intelligence of reserved category and unreserved category students at higher secondary level

The study of emotional intelligence of reserved and unreserved category students at higher secondary level makes it clear that social, economic, and cultural backgrounds have a significant impact on their emotional development. Emotional intelligence plays a vital role in the academic performance, psychological health, and development of social skills of students. It also strengthens moral and value-based education, leading to the holistic development of students. Recognizing and understanding the differences in emotional intelligence of reserved and unreserved category students is essential to promote equity and inclusiveness in the education system. It helps in providing equal opportunities and resources to all students. Students with high emotional intelligence are not only successful individually but also contribute positively to society. They are self-aware, self-controlled, and empathetic, thereby increasing harmony and peace in society. Based on the insights gained from the study of emotional intelligence, educational policies and programs can be formulated that ensure the emotional and social development of all students. This helps in making their academic and personal lives balanced and enriched. Emotional intelligence plays an important role in lifelong success. It prepares students to face various challenges of life, so that they can live a successful and satisfied life. The study of emotional intelligence is very important for students of higher secondary level. It not only improves their current academic and social life, but also ensures their future success and satisfaction. Therefore, educational institutions, teachers and policy makers should play an active role in this direction so that all students get proper opportunities and resources for the development of their emotional intelligence. Results of the research study - No significant difference was found in the emotional intelligence of students of reserved category and unreserved category, no significant difference was found in the emotional intelligence of girl students of reserved category and unreserved category.

Life Skills for Promoting Mental Well-Being among Indian Adolescents and Youth

Abstract: Adolescents and young emerging adults are highly vulnerable to stress and strain due to numerous transitions which are biological, socio-emotional, and psychological in nature. This coupled with external factors and environmental influences such as family structure and needs, peer-pressure, school and college environment play a critical role in influencing their thoughts and behavior. Hence it becomes crucial to find the means for strengthening problem-solving skills thereby enhancing their mental health and overall well-being. Life skills serve as an effective means of empowering adolescents and youth to navigate life’s challenges proficiently, using a skill-based approach. The World Health Organization (WHO) focuses on ten core life skills including aspects of individual personality (self-awareness, empathy), cognitive skills (critical and creative thinking, decision making, problem solving), coping skills (coping with stress and emotions), interpersonal relationships and communication skills. The Jeevan Kaushal Curriculum (2.0) framed by University Grants Commission proposes several core skills essential for living successful lives viz. communication skills, professional skills (career and team skills), leadership and management skills and universal human values. This study attempts to explore the role of core documents such as the Jeevan Kaushal Curriculum (2.0), WHO Universal Health Coverage for Mental Health and National Education Policy (NEP, 2020) in supporting the mental well-being of the target population, using document analysis. The study findings indicate that the Jeevan Kaushal curriculum (2.0) can be used as an effective tool towards fostering student skills sets and enhancing mental strength thereby supporting the promotion and maintenance of mental well-being of adolescents and youth in the Indian context. Moreover, it is in alignment with the core features of NEP 2020 which focuses on a holistic, transformational higher education curriculum incorporating value-based education and community engagement services.

What’s Going on Around Here?: Applying a Developmental Perspective to the Mental Health Crisis in Higher Education

ABSTRACT Responding to the call for papers on “The Future of College Student Mental Health,” we analyze the current “crisis” in college student mental health, and we discuss how it is co-constructed by our students and we who are the faculty and the administrators. We identify three factors: (1) A shift from offering value-based education, toward promoting transformative experience, (2) ambivalence around recognizing systematic and structural factors contributing to suffering, and (3) anxiety about the use of “authority.” We consider in detail our understanding of these factors as well as how our existential-relational model of development can help make sense of the complex phenomena facing our students and our field to make suggestions for how counseling centers can respond to student needs in the future.

The Qur'anic Perspective Of Surah Al-Humazah Manifests The Values Of Islamic Education

This study was inspired by a crisis of Islamic values in education that has been getting worse because of a lack of material things, social and cultural issues, and the loss of Islamic values and principles. There are real beliefs and great examples all around us. As a result, the Qur'an, which is the source of all knowledge, provides resources and useful examples for the development of value-based education. Regardless of the structure of the verse, every verse in the Qur'an has an instructive value that can be explored and expanded. Surah al-Humazah is one of the verses in the Quran that highlights the importance of education. This verse is a threat to anyone who harasses others, promotes untruth and unprofitable information, swears, or gathers money. The study of the educational ideals in the Al-Qur'an al-Humazah letters is the subject of this research, which uses qualitative methodology and focuses on the library research style (library research). To contextualize the values of education in al-Humazah's letter, we need to consider the following: The importance of moral education to God as a servant who is always satisfied with the command of his Creator. It is closely related to the significance of moral instruction to each other (humanity), which ensures that life together is always peaceful, safe, enjoyable, and life. As well as having a sense of sympathy and empathy that is a form of social education values towards each other.

Knowledge and Application of Values among Learners in Primary and Secondary Schools Kenya

Basic Education Curriculum Framework (BECF), emphasizes core values such as integrity, respect, and social justice. Despite this focus, there is a concern about the limited awareness and application of these values among learners, leading to a broader issue of inadequate value-based education. The objective of the study was to examine the knowledge and application of values among learners in primary and secondary schools in Kenya, focusing on the curriculum's role in nurturing ethical behavior and responsible citizenship. The study employed a mixed-method approach, incorporating both qualitative and quantitative methods. A cross-sectional survey design was used to collect data from schools across 24 counties, targeting school administrators, teachers, learners, and key informants. The sample included head teachers, teachers, learners, and stakeholders from various community sectors. Data collection instruments included questionnaires, interview schedules, and focus group discussions, with pre-testing to ensure reliability and validity. The main findings revealed that the majority of learners had limited awareness of core values, with integrity (39.9%) and respect (33.3%) being the most recognized. Despite this, learners identified several practical scenarios where they applied values, such as cleaning school compounds and respecting school rules. Teachers emerged as the most significant influencers of learners' values, followed by parents, while head teachers and relatives had a lesser impact. The study also noted that, while teachers and key informants generally agreed on the importance of nurturing values, there was uncertainty about the community's role in promoting them. In conclusion, the study indicates a need for a more integrated approach to value-based education. Recommendations include strengthening the curriculum to emphasize value-based learning, enhancing teacher training, fostering school-community partnerships, promoting consistent reinforcement of values, and implementing ongoing assessment and evaluation mechanisms.

Vices in Competitve Sports and Barriers That Hinder Inculcating Values among Learners in Primary and Secondary Schools Kenya

Education systems worldwide aim to not only impart knowledge but also instill values among learners. In Kenya, this objective faces several vices and barriers that hinder the effective inculcation of values in primary and secondary schools. Despite efforts to promote values in educational settings, vices such as cheating, fighting, and drug use remain prevalent in competitive sports within Kenyan schools. The objective of the study was to explore the prevalence of vices and the barriers hindering the inculcation of values among learners in primary and secondary schools in Kenya, particularly within the context of competitive sports. The study employed a mixed-method approach, incorporating both qualitative and quantitative methods. A cross-sectional survey design was used to collect data from schools across 24 counties, targeting school administrators, teachers, learners, and key informants. The sample included head teachers, teachers, learners, and stakeholders from various community sectors. Data collection instruments included questionnaires, interview schedules, and focus group discussions, with pre-testing to ensure reliability and validity. The findings highlight significant challenges in promoting values within the educational system. Vices such as cheating (39.3%), fighting (24.0%), and drug use (18.0%) are prevalent in competitive sports, undermining the ethos of sportsmanship and creating adverse environments for value promotion. Despite efforts to implement value-based education, barriers such as peer pressure (36.2%), lack of role models (45.1%), heavy academic workloads, and the influence of social media persist, impeding the effective inculcation of values among learners. In conclusion, the study indicates that vices such as cheating, fighting, and drug use are prevalent in competitive sports within Kenyan schools, posing significant challenges to the promotion of values among learners. To address these challenges, the study suggests several interventions. Strengthening value-based education through curriculum integration and ethical teachings that can foster critical thinking and ethical behavior among learners. Additionally, implementing stricter oversight and penalties for examination malpractices are necessary to maintain academic integrity.

PROFESSIONAL EDUCATION OF FUTURE SPECIALISTS IN THE COORDINATES OF THE UNITY OF SOCIAL, STATE AND EUROPEAN VALUES

The article reveals the theoretical and methodological foundations of vocational education of future specialists in the context of combining public and state (national) and European values. The factors that influence the effectiveness of professional education of future specialists are determined. It is argued that professional and value-based education is a consistent, dialectical movement of applicants for professional, vocational higher and higher education towards the goal voluntarily accepted by them, and the result of this movement is the acquisition by the future specialist of a system of national and European values and ideals, the expansion of his spiritual needs and interests, socially valuable motives, enrichment of the emotional sphere, moral and aesthetic feelings, the ability to empathize, mastering applied professional skills, habits, experience, self-reflection. The system of public and state (national) values is distinguished: unity, dignity, identity, freedom and European values, of which there are more than fifteen according to the documents of the European Union, among which the fundamental ones are: freedom, responsibility, democracy, law, etc. The article substantiates the content, forms and innovative methods of educating future specialists in social, state and European values.

Visions and missions: Stance in the marketisation discourse of selected Ghanaian universities

A key manifestation of market forces permeating higher education is the marketised discourse in universities’ vision and mission statements, promoting institutional brands and offerings. This study set out to explore how 59 Ghanaian universities marketise themselves in their vision and mission statements. Drawing on critical discourse analysis (CDA) and a metadiscourse model of stance, a textual analysis revealed six key marketisation strategies: (1) trumpeting excellence, global aspirations and partnerships; (2) highlighting niche specialisations; (3) declaring commitment to knowledge creation and dissemination; (4) pledging positive societal impact: (5) promising holistic and quality education; (6) emphasising ethical, value-based education. In comparison with the public universities, the private and technical universities adopted a more assertive marketing language replete with boosters, attitude markers and hedging expressions. Thus, the identified discoursal differences align with university types and market orientations. These findings offer important implications for higher education development, policy-making of educational stakeholders and further research.

Festivals and Youth: An Educational Cultural Route to Festivals

Festivals have emerged as a compelling subject of study within the realm of the social sciences, with disciplines like popular musicology showcasing festivals as a prominent area of investigation. These cultural events have demonstrated a profound and enduring impact on various generations, solidifying their significance in contemporary history. In the ever-evolving landscape of rapid social change, festivals have evolved into both traditions and heritage. Our research centered on the musical landscape in the city of Cáceres has culminated in the creation of a Festival Route rooted in the pertinent facets of its history and unique sociocultural context. The methodology employed in this study revolves around the development of comprehensive databases that encompass various parameters, principles, and elements. These databases are instrumental in crafting adaptable musical itineraries tailored to the individual participant’s characteristics, including age, educational background, place of origin, and explicit or intrinsic interests. Moreover, they factor into the duration of the route. These databases draw upon the findings of historiographic and ethnographic research, shedding light on the music performed and cherished within the city of Cáceres throughout its rich history. This paper primarily delves into the educational aspects derived from the socio-cultural phenomenon of festivals, specifically in the realms of music pedagogy and value-based education. Our Festival Route is designed with a particular focus on youth engagement, weaving together key locales within the city to create an enriching and educational experience.

Perception about Community Medicine as a subject and career preference among undergraduate students

Background: In the pursuit of cultivating primary physicians, the Department of Community Medicine (CM) emphasizes value-based education for undergraduates, aiming to shape the foundation of a first-contact doctor. Despite this, only a minority ultimately selects CM as their specialty. Aim & Objectives: The objective of this study was to evaluate how undergraduates perceive CM as both a subject and a career choice. Additionally, the study aimed to identify the factors influencing students' decisions to either choose or not choose CM as a career path. Methods and Material: We conducted a cross-sectional survey among medical college undergraduates, utilizing a pre-tested, self-administered questionnaire with a Likert scale through Google Forms, ensuring informed consent. Results: Among 411 students, 259 participated, with a mean age of 21.23 ± 1.39 years. While participants generally held a positive perception of CM, only 1.1% considered it as a career choice. Top reasons against opting CM were "unpopularity compared to clinical subjects," "lack of clinical exposure," and "insufficient information on future prospects." Conclusion: Students recognize the significance of CM and possess a positive opinion, yet there exists reluctance in choosing it as a career.

Imparting Value Based Education Through Gurukul Methodology for Achieving Sustainable Development Goals

In the conditions of a global crisis value education represents the most efficient way of forming a social and intellectual basis for the achievement of sustainable development goals and coevolution ideas. Due to mounting problems related to sustainable development the need of value education for sustainable development continues growing. The proposed research will explore contemporary state of education and suggest possible ways for imparting value-based education through Gurukul methodology for achieving sustainable development goals.
 Value education for sustainable development is regarded as a way of forming of new consciousness and behaviour through which human development course should be adjusted.
 The Gurukul education system is an immortal part of our country’s rich traditions and cultural heritage. It is indeed one of the most valued and famous education and life learning systems practiced in ancient India.
 A Gurukul is a residential education system in India which dates to 5000 BC. Under this system, all are considered as equals and no fee is charged. The Shishyas or students are taught life lessons and a cultured way of life in natural surroundings. Also, humanity, love, peace and discipline are essential components of the Gurukul education.
 Gurukul education which focuses on applied knowledge, practical learning and personality development. It also emphasizes on thoughtfulness, respect for planetary boundaries, social equality and justice. This Sustainable Gurukul Education system prepares the Shishyas in all aspects of life in future.
 Sustainable development requires the interplay of all three areas: knowledge, values, and education, influencing individual and then collective decision-making, behavior, and action.
 We want to create a more sustainable world, with stable economies and more just and inclusive societies. A difficult but not unattainable target if we can count on the involvement of governments, institutions, businesses, and, above all, a responsible and committed public.
 Integration among the three elements is essential for sustainable development. Scientific knowledge without values can produce materialism, exploitation and destruction. Religious values without reason can lead to superstition and fanaticism. Education must bring both knowledge and values together to be effective. Sustainable development goal is one among 17 goals set out by the United Nations to be achieved by 2030.India is ranking 121 in the world for sustainable development ranking. These goals are directed towards ending poverty, inequality, climate change and peace for all. So, every country in the world is responsible to achieve these agendas.
 Besides, the idea of Atmanirbhar Bharat or Azadi ka Amrit Kaal cannot be actualised without making youth capable of contributing sustainability towards industrial revolution. The proposed research will explore various methods of imparting value-based education through Gurukul Methodology for achieving sustainable development goals.
 This kind of research in much needed in the current scenario. This research will try to explore the various dimensions of sustainable development which are linked with value education, so that people will have a better understanding of value education & its importance in sustainable development. The proposed research will be an in-depth study on how Gurukul Methodology can pave a way for sustainable development. It will develop a systematic review of literature on the value education through Gurukul Methodology & its importance in sustainable development, which is yet lacking. Researcher will try to develop a model through which value education can be imparted using Gurukul Methodology which results in sustainable development.

Value-Based Education Incorporation in Competency-Based Curriculum -Recipe for All-inclusive Education for Enhanced Global

Value-Based Education (VBE) is rooted in values, religion, morals, culture, and character moulding for all-inclusive growth. Ideals and attitudes are key aspects of cognitive knowledge and are significant in achieving and enhancing harmony across communities. Value-based education promotes values for all-inclusive education that enhances global citizenship and patriotism. These may be incorporated into learning institutional curriculums to augment value formation. Significantly, value education brings forth social justice, sustainable development, common humanity, progression of vital principles, and impartiality for harmonious co-existence. There is a necessity to channel out citizens who are capable of responding to upcoming challenges. The objective of this discourse is to evaluate how VBE might be entrenched in learning institutions’ curricula as part of the paradigm shift in the already coxed changes in our education systems in the context of the competency-based curriculum. The review procedure involved in this discourse included documentation and examination of literature mirroring educational values and global citizenship. Comparative evaluation and Qualitative description were utilized to cross-examine the role of VBE in enhancing harmonious living and accelerating economic growth. This discourse established that values shape character which in turn augment academic attainment, collaboration, and unity, fortify associations, and accelerate the realization of sustainable development.

The Four Saleh Characters/Tabiat As The Foundation of Building A Value-Based Education

Value-based education is regulated in securing development that requires complete integration between body, mind and heart, as well as channeling life energy in learning activities that contribute to the growth of the child's personality both internally and externally. This ethos of usefulness through value-based education is actualized in social spaces as the maturation of all forms of strengthening human potential based on values. Value-based education as an instrument seeks to create awareness of the importance of values ​​in the process of transferring knowledge and involves consideration of the ethical consequences of fulfilling one's rights in social praxis which is integrated through the four Tabiat Saleh as guides in realizing everything related to efforts to maintain and develop knowledge. These four Tabiat Saleh form the basis of the main moral teachings in Pancasila, by maintaining the values ​​of human life, and religious values ​​in carrying out physical and spiritual actions in accordance with the unity of human nature as individual beings and social beings, all in a harmonious balance and dynamic.

Educational Perspective in the Literature of Rashtrasanth Tukdoji Maharaj: A Comprehensive Study

Rashtrasanth Tukdoji Maharaj (1909-1968), a revered figure in Indian history, was not only a spiritual leader but also a prolific writer. His literature, rich in spiritual and social themes, has been a source of inspiration for many. This paper delves into the educational perspective in his literature, highlighting its significance in shaping the educational philosophy in India. His educational perspective, as reflected in his literature, is remarkably relevant in contemporary education. His emphasis on holistic, value-based education aligns with the current educational discourse advocating for a more comprehensive approach to education. His focus on social consciousness and lifelong learning resonates with the 21st-century skills of global citizenship and lifelong learning. Moreover, his advocacy for empowerment through education echoes the global commitment to inclusive and equitable quality education.

AXIOLOGICAL DIMENSION OF HIGHER EDUCATION IN UKRAINE AND THE IMPACT IT MAKES ON ITS DEVELOPMENT

The article presents the main principles of the axiological approach to the formation of the content of higher education in the context of current global trends and challenges caused by the modernization of the educational environments in Ukraine and the EU. The socio-economic, political, technological and cultural transformations that have been taking place in the world over the recent decades have had a significant impact on the development of education. In 2018, the EU adopted the key competencies for lifelong learning, including digital competence and entrepreneurship, which were introduced for the first time. This demonstrates that in order for the graduates to be employed universities have to respond quickly to the new labour market requirements and promote the formation of a competitive personality that has well-developed life, career and study skills. The EU-Ukraine Association Agreement was signed in 2014, and since then the cooperation between Ukrainian and European educational institutions has got intensified. In this respect, it is vital to consider the axiological aspects of higher education and the determination of value components of the content and criteria of high quality education. By definition, the axiological approach proclaims the human being as the highest value of society and allows integrating the development of universal, national, professional and personal values in the educational process. The university is able to be the environment where the formation and consolidation of the value sphere of the individual takes place. The content of the value component of education is formed at the state level within regulatory documents and at the university level within the framework of educational and professional programs, training courses, compulsory and elective disciplines. However, formal copying of the value-based education of other countries cannot bring the desired results, as the factors that determine which values are the basis for the content of higher education in European countries differ from those in Ukraine. A comparative analysis of the value component of the content of university education in Ukraine and the EU countries shows that national traditions of lifestyle, production practice, politics and culture are essential the development of education

An initiative to promote value-based stress test selection in primary care and cardiology clinics: A mixed methods evaluation.

Exercise stress echocardiograms (stress echos) are overused, whereas exercise stress electrocardiograms (stress ECGs) can be an appropriate, lower-cost substitute. In this post hoc, mixed methods evaluation, we assessed an initiative promoting value-based, guideline-concordant ordering practices in primary care (PC) and cardiology clinics. Change in percent of stress ECGs ordered of all exercise stress tests (stress ECGs and echos) was calculated between three periods: baseline (January 2019-February 2020); Period 1 with reduced stress ECG report turnaround time + PC-targeted education (began June 2020); and Period 2 with the addition of electronic health record-based alternative alert (AA) providing point-of-care clinical decision support. The AA was deployed in two of five PC clinics in July 2020, two additional PC clinics in January 2021, and one of four cardiology clinics in February 2021. Nineteen primary care providers (PCPs) and five cardiologists were interviewed in Period 2. Clinicians reported reducing ECG report turnaround time was crucial for adoption. PCPs specifically reported that value-based education helped change their practice. In PC, the percent of stress ECGs ordered increased by 38% ± 6% (SE) (p < 0.0001) from baseline to Period 1. Most PCPs identified the AA as the most impactful initiative, yet stress ECG ordering did not change (6% ± 6%; p = 0.34) between Periods 1 and 2. In contrast, cardiologists reportedly relied on their expertise rather than AAs, yet their stress ECGs orders increased from Period 1 to 2 to a larger degree in the cardiology clinic with the AA (12% ± 5%; p = 0.01) than clinics without the AA (6% ± 2%; p = 0.01). The percent of stress ECGs ordered was higher in Period 2 than baseline for both specialties (both p < 0.0001). This initiative influenced ordering behaviour in PC and cardiology clinics. However, clinicians' perceptions of the initiative varied between specialties and did not always align with the observed behaviour change.