Value-based Education Research Articles

Value-Based Environmental Education and its Effect on Human Behavior

Stepping into an era of extreme climate change and deteriorating ecosystems, education for pro-environmental behaviors has become more important than ever. Value-based environmental education allows one to develop an awareness of the consequences of one s actions and to regulate their behavior to inculcate solutions for environmental problems. Ethical, personal, intellectual, moral, and social values are the core categories of values emphasized throughout the value-based environmental education curriculum, which will allow one to observe the changes made by student behaviors, as they adapt their learnings for a better environment.</br></br> Key Words: Value-Based Education, Environmental Ethics, Climate Change, Human Behavior, Environmental Sustainability

Value-Based Education in India

Ancient Indian Education was value based. Dealing with values and moral issues is recognised as an integral part of teachers’ roles. Now, education has an enormous role to play in the social, intellectual and political transformation of the world. Parents, communities and government have always expected schools to develop students who would contribute to the society in which they live. Effective teaching practices in imparting Value based education have ranges from storytelling, exhibitions, skits, one act play and group discussions to various other formats. In the Digital (IT) age, it can be hard to get a grip on the evolving roles of teachers. It can seem as if the role of teachers has grown immensely; they are now expected to be tech-savvy, computer literate and at the cutting edge of education. To inculcate values the necessary curriculum and skills required for a teacher educator. The role of the educators become more challenging and rewarding, in terms of the inculcating the values among the learners. The proper assimilation of these values by a teacher educator can be done through their positive role and prescribed means. What are values and their role in promoting multicultural values education and social justice in Teacher Education Programs that are directly related to school education? Keeping in view the need of the value inculcation in prospective teachers, this article addresses the issue of teachers’ training for value education, some changes that need to occur in pre-service teacher education in order to inculcate values for betterment of the next generation education.

THEORETICAL EXTENSION OF THE NEW EDUCATION POLICY 2020 USING TWITTER MINING

In 2015, India adopted the UN‟s Agenda for Sustainable Development Goal 4 which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. As the existent educational system was inadequate to meet the desired sustainable goal, the Indian government introduced the New Education Policy (NEP) in 2020. Considered as an inclusive education policy that focuses on fostering knowledge and value-based education, this study aims to evaluate the paradigm of NEP in the higher education sector. The study collected data from official policy documents (from the Ministry of Human Resource Development website) and Twitter to explore the critical areas in the NEP. By adopting the qualitative analysis method, the data were analysed using computer-assisted qualitative data analysis software. After mining the data from tweets and policy documents, sentiment analysis and other forms of graphical representations were conducted. The study identified three themes namely students, language and discipline. The sentiment analysis revealed that the majority of the people were optimistic about the implementation of the NEP in the higher education sector. The study suggests practical implications for the higher educational institutes (HEIs), teachers and researchers.

Why the elbow? My experience and perspective

Over the years I have frequently been asked why I decided to focus my attention on the elbow. My initial answer is that I really didn't in the sense that I continued to do hip and knee surgery throughout my career. But the specific reason for concentration on the elbow goes to my college years. I had a value-based education that emphasized service and the obligation to make the most of whatever talent you may have. I went to Mayo for my training because, for reasons that may not be obvious, I wanted to contribute to the specialty through basic and clinical research.

PENGAJARAN KURSUS FALSAFAH DAN ISU SEMASA (FIS) DALAM MEMBENTUK PEMIKIRAN KRITIS: PENELITIAN TERHADAP MODUL KURSUS FIS DI PUSAT PENATARAN ILMU DAN BAHASA (PPIB), UNIVERSITI MALAYSIA SABAH

The Philosophy and Contemporary Issues (FIS) course is one of the generic courses that must be taken by students in all Malaysian HEIs starting from the 2019/2020 intake session. The FIS module was developed with the aim of preparing students to be able to think critically and integrally in responding to various thinking challenges related to current issues. Critical thinking is an important element that needs to be applied in the curriculum of study at all levels. Therefore, the objective of this study is to analyse the elements of the formation of critical thinking in the study modules of FIS courses implemented at Universiti Malaysia Sabah. This study is included in a qualitative study. Thus, this study uses a document analysis design consisting of FIS modules, journals, and review articles related to the formation of critical thinking. The results of the study found that there are several elements of skills and sub-skills that can contribute towards the formation and application of critical thinking in the study modules of FIS courses offered at Universiti Malaysia Sabah. By studying this course, it is hoped that students' appreciation of this course will continue to increase and can help in the process of forming critical thinking in line with the direction of the national education system, namely value-based education.

Project Citizen Model’s Effect on Students’ Learning Interest in Civic Education as an Embodiment of Character Education

Civic Education is one of the courses that carry the mission of character education. Compared to other courses, Civic Education course play an important role in teaching character education, meaning that in both courses, character education must be the lecture’s main goal. Civic education is a field of study that carries out the national mission to educate Indonesian people through value-based education. One of the adaptive models in improving the quality of civic education as a manifestation of character building is through Project Citizen. This study aims to determine the effect of project citizen model in the learning interest of students of the Faculty of Teacher Training and Education Sciences (FKIP) University of Jambi (UNJA) in learning civic education as an embodiment of character education. The type of research is an experimental research which is used in Pre-Experimental Design using the Intact Group Comparison draft. In this design, one group of study was divided into a treatment group and a non-treatment group. The population of the study was all of FKIP UNJA students, while the sample was students of class A of the Department of Early Childhood Education (PAUD). The research instrument used was a learning interest questionnaire with questions and statements measured using a Likert scale. The data was then analyzed by the T-test using SPSS 21 software for Windows. Based on the result, it can be concluded that the project citizen model has a significant effect on FKIP UNJA students’ learning interest in learning civic education as an embodiment of character education.

Traditional Indian Education Values and New National Education Policy Adopted by India

Ancient Indian education was value-based consisting of Gurukul system and world-famous “Nalanda and Takshashila Universities.” The value-based education policy reforms were the basis for utilizing the knowledge for benefits of mankind. In ancient Bharat, there were knowledgeable personalities like Sushrut, Aryabhatta, Panini, and Chanakya who set examples in front of the world. The national long-term impact is its shift from 10+2 pattern to 5+3+3+3+4. This decision will bring a major change in Indian education system after three decades. The new National Education Policy is promoting Indian value-based education with all-inclusive ecodevelopment of Holistic Education, Bharat-centric Education, Development of Knowledge-based Society, and Emphasis on Knowledge-based Education.

Value of Values Education in the Virtual Classroom

This research endeavored to follow in a way the ideals of Herbert Spencer regarding value- based education. It inquired on the value or importance of values education in online instruction during this time of the pandemic. The researchers had used narrative descriptive method and strategy in analyzing the data that were collected through the digital data approach from several educators of higher and other educational institutions. Primarily, this research presented the various practices observed before, during, and after online learning, to ensure value-laden education aside from identifying the specific values needed to be promoted and intensified during this pandemic by reason of necessity and urgency like sensitivity, self-care, courage, perseverance, discipline, respect, accountability, faith, justice, peace, honesty, humility, and love. This research yielded to the importance and impact of values education to educational excellence while still in pandemic which are classified as personal character development, social and world development, and spiritual development on the account of the good nature of the value-based education, availability of much needed structures, quality of delivery, and dynamic support system. ReferencesAECT. (2001). What is Descriptive Research? The handbook of research for Educational Communications and Technology. http://members.aect.org/edtech/ed1/41/41-01.html.CHED Memorandum Order No.20. (2013). Commission on Higher Education. General Education Curriculum: Holistic Understandings, Intellectual and Civic Competencies. https://ched.gov.ph/wp-content/uploads/ 2017/10/CMO-No.20-s2013.pdfEliot, C. W. (1911). Spencer on Education. Online Library of Liberty. https://oll.libertyfund.org/pages/spencer-on-educationEriksson, P. &amp; Kovalainen, A. (2016). Qualitative Methods in Business Research, 2nd Ed. Sage Publications, Ltd.Hall, B. P. 2006. Values Shift: A Guide to Personal and Organizational Transformation. Resource Publications.Hall, B.P. (2000). The Genesis Effect. Personal and Organizational Transformations. Don Bosco Press.Hall, B.P. &amp; Thompson, H. (1980). Leadership Through Values. Paulist Press.Harari, Y. N. (2018). 21 Lessons for the 21st Century. Jonathan Cape.Harari, Y.N. (2015). Sapiens. HarperCollins Publishers.Holmes, B. and Spencer, H. (2020, November 8) International Bureau of education (1820-1903). http://www.ibe.unesco.org/sites/default/files/spencere.pdf.Liu, et.al. (2017). Scientific Knowledge Education Based on Herbert Spencer “What Knowledge is of Most Worth?” Open Access Eurasia Journal of Mathematics Science and Technology Education. 13(7):4291-4299 https://doi.org/ 10.12973/Eurasia.2017.00836aLlego, M. A.(n.d.) DepEd Values Education Program (VEP) Goal and Objectives. https://www.teacherph.com/deped-values-education-Program Paine, L. S. (2003). Value Shift. Why Companies Must Merged Social and Financial Imperatives to Achieve Superior Performance. McGraw-Hill.Presidential Decree No. 6-A. The Lawphil Project (1972). Authorizing the Undertaking of Educational Development Projects, Providing for the Mechanics of Implementation and Financing Thereof, and for other Purposes. https://lawphil.net/statutes/ presdecs/pd1972/pd_6_a_1972.html.Seidenberger, T. and Weiss, M. (2011). The educational theory of Herbert spencer. https://www.newfoundations.com/GALLERY/Spencer.html.ThoughtCo. Famous education quotations from Philosopher Herbert Spencer. (2020, November 11). https://www.thoughtco.com/famous-education-quotations-herbert-spencer-Values Education in the Basic Education Curriculum. (2003). DO 41, S. 2003. https://www.deped.gov.ph/2003/05/22/do-41-s-2003-values-education-in-the-basic-education-curriculum/ What is Research? (n.d.) https://www.personal.psu.edu/wxh139/research_talk.htm6.

Sustainable Societal Peace through the Integration of Bioethics Principles and Value-Based Education

We live in a world where hatred and conflicts divide individuals, society, and countries. Although all faith systems and school curriculums emphasize some degree of peaceful co-existence, love, and compassion, the real-world situation is indeed abysmal. How can a naturalistic and altruistic logic of bioethics enhance divine and human-centric values in enabling social cohesion? As such, this paper proposes the integration of bioethics and value-based education principles into the education curriculum to help mitigate social conflicts and promote harmony in society. By employing conceptual and theoretical reviews, the paper attempts to shed light on how these principles can help to mitigate hatred and conflicts in society. Further, through matrix analysis, the study shows the relationships between the four main bioethics principles, respect for autonomy, non-maleficence, beneficence, and justice, and the values expounded in value-based education. The study finds that by integrating bioethics principles into value-based education, learners are able to internalize the values of social cohesion and tolerance, and reflect these values in their learning experiences. Bioethics principles amplify the expressions of values promoted in value-based education, and this, in turn, motivates the learners to change from social conflict behaviors to social cohesion aptitude while dealing with others in society. Social cohesion enables individuals and groups to develop social bonds and societal peace ownership.

Educating sustainability through hackathons in the hospitality industry: a case study of Scandic hotels

ABSTRACT Education for sustainability (EfS) in the hospitality sector is increasingly recognised as one of the driving forces for sustainable development. One way of fostering sustainability in the hospitality industry is through sustainability hackathons, which are intensive events focusing on “hacking” new sustainability ideas. This paper critically explores how the hospitality industry designs and executes sustainability hackathons within the context of EfS. An exploratory case study was conducted on the Scandic Hotels chain. Data utilised including both relevant reports and in-depth interviews with the highest level of management of Scandic. The execution of the sustainability hackathon illuminates how value-based education, creative problem-solving and co-opetition were critical aspects to foster EfS in the hospitality industry. Moreover, the hackathon facilitators, i.e. the hotels’ General Managers, were found to play an essential part in shaping the sustainability education and the event’s potential impacts. This paper contributes to expand knowledge on EfS offered by the hospitality industry (as opposed to EfS in formal educational institutions) and make practical recommendations on how sustainability hackathons could be better facilitated by hotel chains.

Analysis of praxis of African communalism: A model of ethical values in primary school curriculum in Kenya

Introduction: The importance of value education in character development and the inculcation of values attitudes among children cannot be overemphasized. In the recent past, there has been an increase in cases of unethical conduct among primary school going children in Kenya and those who have graduated from this important segment of education. Purpose: This research sought to examine the practice of African communalism as a value-based education strategy to improve ethical values in the primary school curriculum in Kenya. Methodology:Since this is a philosophical study, conceptual analysis was adopted as the research methodology. Conceptual analysis entails breaking down and clarifies meanings and boundaries of concepts to promote understanding. Results: The study found that the principles of African communalism have not been fully integrated in the Kenyan curriculum despite the efforts of policy makers to localize the curriculum. Integration of African communalist principles in the primary school education curriculum envisages the inculcation of the ethics of responsibility, citizenship, fairness, transparency and participation which are essential in enhancing ethical values. Recommendations: The study recommended the integration of the principles of African communalism into the curriculum so as enhance the teaching of value education from an African perspective thus reducing the influence of Western epistemologies.

The Effectiveness of the Use of Information and Communication Technology (ICT) in Rural Secondary Schools in Malaysia

The Ministry of Education has established viable educational ecosystems in order to ensure the equality of rural education. There are three aspects that have been outlined, namely value-based education, quality improvement, and autonomy and accountability of schools and universities. Hence, a study in the form of a survey was conducted to identify the issues surrounding information technology faced by students and teachers in rural secondary schools, and to provide an overview of the usage of Information and Communication Technology (ICT) as well as students’ knowledge and teachers’ skills in the teaching and learning process. A total of 49 respondents were involved, comprising 21 students and 28 teachers from nine secondary schools located in one rural area of Kelantan. The findings revealed that a majority of the respondents perceived the use of ICT positively, despite the lack of facilities and expertise. Thus, a need for relevant ICT training was raised by the teachers. Recommendations are also discussed to guide the authorities in planning and preparing appropriate equipment and facilities for the schools, as well as adequate training for teachers and facilitators, before a new policy is introduced to the students. Further research is also recommended to examine the rural students' acceptance of the use of technology.

Views, Perceptions, and Choices of Nursing Profession Among Students: A Qualitative Study

The top priority of the students to choose nursing is not in service today. The nursing institutions are in a position to really gain insight of the changing perceptions among the students. It has become expedient to identify what the perceptions of nurse aspirants are about nursing. The present study aimed to explore the views, perceptions and choices of nursing from the perspective of students. A phenomenological design was used to examine the views, perceptions and choices of nursing utilising qualitative approach. It was conducted at a college of Nursing, Bhopal. A total of 10 BSc Nursing rst year students were selected through purposive sampling. Data was collected through semi-structured interview. Interviews were audio-taped and transcribed. Colaizzi’s phenomenological analysis method was employed to analyse the transcribed qualitative data encompassing identi cation of signi cant quotes pertaining to students’ views, perception and choices of nursing. The themes of views drawn from the perspective of students were nursing, profession, rank offered and feeling while communicating with others; from choices were reasons, in uence, motivation and professional growth; from the perceptions were interpretation, feeling of satisfaction, critical thinking and aspects of care. It is essential that individuals who want to become nurses should possess particular qualities that are not just desirable but essential. With the changing generation, the values seem to fade in nursing. The ndings of this study may help us to blend value-based education that could sustain motivation, passion, enthusiasm and all the more to retain them in nursing.

Особливості організації психологічно безпечного освітнього простору

It revealed the essence of the concept «educational space» signs of a psychologically safe educational space, which organization involves responding to new challenges and requirements and implementing a system of principles.Recently, experts in the field of education have been paying considerable attention to studying the conditions for updating the school education space. Modern education focuses on the implementation of the ideas of child-centrism, value-based education, and the renewal of the educational space. The public request aimed at the school, which is not only a place where children can acquire knowledge but also, first of all, a space for their harmonious development, a center for self-realization. Such an educational institution is possible only under the following conditions: an atmosphere of physical comfort, a favorable social and psychological climate that supports the developing person, responds to his needs in time, respects his personal qualities, and provides an opportunity to fully realize his abilities.

Strengthening student’s peace-loving attitudes through huma betang value-based general education curriculum

ABSTRACT This paper aims to strengthen the student’s peace-loving attitudes through Huma Betang Value-Based on General Education Curriculum. General Education (GE) at the Palangka Raya University consists of multicultural students. Historically, there have been conflicts between students at Palangka Raya University and horizontal conflicts of the Dayak and Madura ethnic groups. Through a qualitative approach, the procedure of this research included: 1) FGD examines the GE curriculum 2) Workshop on the development of GE curriculum models based on Huma Betang values 3) Expert Validation of assessment on devices that have been developed 4) implementation of the GE model 5) The reflection of the Huma Betang value-based GE implementation. The results showed that the introduction to Huma Betang underscored the values ofhonesty, harmony, tolerance, and togetherness in diversity. Huma Betang Dialogs encouraged the introduction of each other between students from across departments and faculties. The Huma Betang could develop identity performances collaboration on ethnic characteristics of the students. The Huma Betang trained the students to have problem solving skills through the Peace-Loving Project, consisting of a brief video on peace-loving. The strengthening of the students’ peace-loving attitudes can be integrated in the curriculum because the activities can increase students knowledge and understanding of others,accept the diversity in accordance with their identity, improve communication with others, increase solidarity with others, increase cooperation with others, make students creative in providing solutions to the problems of peace-loving, make students have the peace-loving attitudes, and make students do the actions that uphold the attitude of peace-loving.

An empirical study towards air pollution control in Agra, India: a case study

Air pollution affects many people in developed and developing countries worldwide. It is costing around 2% and 5% of GDP (gross domestic product) in developed and developing countries, respectively. The air qualities have been deteriorating day by day and now the situation has become worst. An increase in air pollution will worsen the environment and human health status. Hence, there is an urgent need for air pollution control. Air pollution can be controlled by reducing the emission of air pollutants from industrial and domestic sources through source emission control decrease in fuel combustion, modifying technology, and growing plants. This is the ripe time to take some bold steps in controlling the menace of air pollution. The scientific bodies, NGOs, researchers, and policymakers have made several efforts but pollution levels are increasing everywhere. The UNEP (The United Nations Environment Program), IPCC (The Intergovernmental Panel on Climate Change), etc., have prepared several reports and organize every year COPs (Conference of Parties) meeting but all have gone in vain as the main culprit feedback has not been taken into the consideration. So, a sincere effort is required to fight the effects of climate change. This paper presents a case study of the Agra region over the Indo-Gangetic basin. The air quality of different sites in Agra has been evaluated, and a survey has been conducted to get the public opinion on air pollution, causes, impacts, and solutions. 75% of respondents were aware of the poor air quality of Agra, however, the percentage of respondent who was unaware is not small. It is a matter of concern. 85% of respondents think that poor education and unawareness are the major cause of air pollution. They suggested education, value-based education to improve air quality. Based on these outcomes, it has been concluded that nature-based solutions for air pollution control can be achieved by making people environmentally conscious through value-based education.

A Study of Value-based Education through Online Classes amid Lockdown has been an Awful Experience to Teachers

A Study of Value-based Education through Online Classes amid Lockdown has been an Awful Experience to Teachers

Environmental Ethics through Value-Based Education

Environmental ethics is the subject in philosophy that examines the moral relationship of human beings to the environment and its non-human species. It concerns human’s ethical relationship with the natural environment. The central question concerning environmental ethics is essentially – what is human being’s moral obligation concerning the natural environment? The paper will firstly provide a review of the ethical relations of humans and the environment, secondly examine how value-based education can assist in inculcating environmental ethics among learners.

Ethics Education Effectiveness and Business Decision Making: Perspectives of Management School Graduates

The importance of as a subject in management schools has its roots in the study published by Paul (1987). Time and again the importance of value-based education is realized and perceived to be necessary for conducting ethical practices. The main aim of education is to equip the learner with wisdom of choosing the right over the wrong, and making sensible decisions in his / her personal and professional life. The basis for ethical behavior at work starts with a personal value system of an individual. The perception level of individual effects is / her ethical behavior which forms an ethical attitude. This is to a large extent set in within the personality of an individual by the time he/she peruses management education. Unethical behavior may stem from lack of proper education / ethical orientation at school/college level. The debate remains, whether including business ethics as a subject in management education at postgraduate level, effects/changes their ethical attitude in their personal and professional lives? Does ethical education play a significant role in making ethical decisions in business? Is the ethical attitude dependent on the gender of the person? Does the ethical attitude depend on the level of maturity and work experience of individuals? In this study, an attempt has been made to capture the attitude of management graduates towards ethics, its importance in their personal and professional lives, and the role of education in managerial decision making. The theory of reasoned action has been tested in this study, which links individual attitude toward a behavior to a person’s actual behavior. The basic driver of a person’s intention to behave ethically is the attitude towards ethical behavior. The results show that age and maturity level in management graduates influence ethical behavior. Work experience significantly impacts ethical behavior. Experience does not influence the ethical decision-making framework among management graduates. Overall, the study supports the theory of reasoned action.

Pre-service teachers’ perception of values education in the South African physical education curriculum

Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa’s Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can address the fading of values and recession of morals in schools by promoting value-based education into their physical education lessons to provide a holistic approach to learning. Aim: This article aims to identify the values that pre-service teachers deem are important to be taught at school. Setting: The study was conducted in the Gauteng Province. Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students ( n = 68). Results: Sixty-eight values were identified: respect ( n = 47), honesty/integrity ( n = 23) and courage/perseverance/determination ( n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion: These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing role-play, games and modelling as the main strategies to infuse values in their physical education lessons.