This study aims to analyse the effectiveness of the Living Values Education (LVE)-based Islamic Religious Education (IRE) learning model in improving the honesty awareness of junior high school students. The background of this study stems from the problem of IRE learning, which tends to be cognitively oriented and has not been optimal in internalising the value of honesty as the foundation of Islamic character. This study used a quantitative approach with a pretest–posttest non-equivalent control group quasi-experimental design. The research subjects were eighth-grade students at a private junior high school in Bandung, divided into an experimental class and a control class. The research instrument was an honesty awareness test that had been tested for validity and reliability. Data analysis was conducted using independent sample t-tests, paired sample t-tests, and N-Gain tests to measure the level of treatment effectiveness. The results showed a significant difference in the increase in honesty insight between the experimental class and the control class after treatment. The experimental class that implemented the LVE model experienced a higher average score increase and was in the ‘quite effective’ effectiveness category, compared to the control class, which was classified as ‘less effective’. These findings confirm that the integration of values through the LVE approach is able to strengthen the internalisation of honesty in a more meaningful way in PAI learning. This study contributes to the development of PAI learning.

Value and Demographic Characteristics of the Czech Population Engaged in Humanities-Oriented Leisure Activities: A Challenge for Values Education and Social Security

This study investigates Ideological and Political Education in the Curriculum (IPEC) in Chinese higher education, focusing on overcoming the ‘silo phenomenon’ in values education.Using Citespace, we analyzed literature from CNKI (2014–2024), identifying three thematic clusters: theoretical foundations, integration practices, and effectiveness evaluation. Findings reveal persistent challenges in bridging ideological and professional education, alongside a shift toward practical applications. The study proposes curriculum reforms and teacher training strategies to enhance IPEC’s impact, offering insights for educational policy and practice.

This study examines how values are represented in the 2018 and 2024 Social Studies curricula implemented in Türkiye. Using qualitative document analysis, the study explores how values are thematically structured, linked to learning outcomes, and pedagogically framed within the curriculum texts. The analysis is informed by critical, transformative, and social-emotional perspectives on value education. The findings indicate that while both curricula emphasize value education, the 2024 curriculum, developed in line with the Maarif Model, adopts a more integrated and systematic approach, particularly in terms of affective and social-emotional dimensions. Thematic content analysis further reveals that values are conveyed not only through explicit statements but also through implicit and hidden curricular structures. Visual tools such as Sankey diagrams and thematic maps were employed to enhance the transparency and interpretability of the analysis. Overall, the study offers a critical and comprehensive evaluation of value education in curriculum documents and provides insights for policymakers and curriculum developers during periods of curricular transition.

Religion in contemporary British society is often described as highly individualised, with research showing that views and affiliations are expected to be formed privately rather than guided by traditional authorities. Scholars describe individual agency as ‘sacred’ or ‘sovereign’ in matters of belief. Yet state-funded schools in England are legally required to engage with religion – particularly Christianity – in ways that may limit pupils’ freedom to form their own religious or nonreligious views. This study analyses websites of nationally representative samples of English state schools (n = 583, 570, 575) to explore how institutions present collective worship, RE, values education, and faith-related admissions criteria. It considers the extent to which these practices support or constrain individual religious agency, offering insight into how the purported ‘sacred’ status of religious choice is reflected – or complicated – within English education.

Introduction The phenomenon of “educational silos”–the structural fragmentation between professional training and values education–remains a persistent challenge in global higher education. While China’s Curriculum Ideological–Political Education (CIPE) policy offers a systemic response to this issue, existing research often lacks a robust theoretical framework to explain the mechanisms of integration. Methods This study addresses this gap by developing a dialectical integration framework through a mixed-methods design, combining a cross-linguistic bibliometric analysis of 851 publications (2014–2024) with multi-site case studies across 12 universities. Results The analyses identify three distinct integration modalities—complementary, dialogical, and transformative—which function as context–dependent strategies rather than hierarchical stages. Furthermore, a meta-analytical synthesis indicates a moderate positive association between these initiatives and knowledge consolidation, although effects diminish in behavioral domains. Discussion Overcoming educational silos appears to require dialectical negotiation of disciplinary boundaries and explicit alignment between professional competencies and value-oriented goals. The proposed framework offers a transferable typology to support curriculum design, institutional implementation, and evaluation of integration quality.

Hate speech has increased with the advent of social media and constitutes a social scourge insofar as it fuels discrimination and violence towards certain individuals because they belong to certain stigmatized groups. Considering this problem, the aim of this paper is to analyze the extent to which a values-based philosophy of education can contribute to the elimination of such hate speech. It denounces the technocratic confusion of attempting to solve ethical problems with technological innovation without addressing the underlying intrinsic values that should guide our actions. To carry out the study, hermeneutic methodology has been used insofar as it seeks to adequately understand the axiological dimension in people's actions and character building. Among the main results obtained is taht the philosophy of ethical education in values allows us to recognize the need for intrinsic values as a guide for instrumental values. The main conclusion is that ethical education in values not consist of theoretical learning of moral values but rather the ethical realization of values. Thus, in the face of the problems of moral disconnection, ethical education in values conceives freedom of expression as linked to personal responsability.

Investigation of professional values education's effect on pediatric nurses' perception of professional values, emotional labour behaviours and burnout levels: A randomised controlled trial.

Marriage in Islam is a sacred bond that is not only biological and social in nature but also carries spiritual and educational dimensions; however, in practice, many young people enter marriage without adequate preparedness, leading to various household problems. This article aimed to analyze the concept of marital readiness among young people from the perspective of Islamic educational psychology. This study employed a qualitative approach using a library research method through analysis of primary and secondary sources, including the Qur’an, hadith, books, and relevant scholarly articles. The findings indicate that marital readiness in the perspective of Islamic educational psychology encompasses integrated psychological, emotional, social, economic, and spiritual readiness. Islamic education plays an important role in shaping personality maturity, emotional regulation, understanding of Islamic values, and awareness of moral responsibilities in married life. Thus, marital readiness is understood not merely as readiness in terms of age or material resources, but as the outcome of an ongoing process of value education. This article is expected to provide a theoretical contribution to the development of Islamic educational psychology studies and to serve as a practical reference for premarital guidance and counseling for young people.Marital Readiness; Young People; Islamic Educational Psychology; Islamic Education; Premarital Guidance

University safety education has long faced the dilemma of an imbalance between investment and effectiveness, rooted in the failure to effectively translate the sense of responsibility cultivated through values education into safe behavioral practices, coupled with inadequate theoretical explanations for this transmission mechanism. To address this challenge, this study constructs an integrated "system-psychology-behavior" model and conducts empirical testing through stratified sampling surveys of students from multiple universities across the country, using structural equation modeling and bootstrap methods. The study finds that sense of responsibility plays a crucial mediating role between safety education and safe behaviors, driving behavioral transformation through both cognitive and motivational pathways; behavioral risk level has a significant moderating effect, with different risk groups exhibiting differentiated transmission patterns. This research not only reveals the internal mechanism by which safety education influences behavior but also promotes the transformation of safety education paradigms from knowledge impartation to behavioral transformation, and from emergency management to source governance, providing an empirical foundation for constructing a precise educational intervention system.

The article examines the acmeological idea of ​​the spiritual and intellectual formation of a person through the prism of the philosophical and pedagogical heritage of Hryhoriy Skovoroda and its significance for modern education. Against the background of the challenges of the 21st century — spiritual emptiness, loss of meaning, instability of life guidelines — the emphasis is placed on the need to form a harmonious, internally mature and happy personality, capable of self-development and creative self-realization. Based on the noosphere-ontological approach to the meaning of life, the work proposes to consider the ideas of self-knowledge, "related labor" and spiritual balance, set forth by G. Skovoroda in the treatise "Narcissus", as the foundation of acmeological pedagogy. It is shown that the concept of "acme" — the peak of human development — in Skovoroda is associated not with material achievements, but with internal perfection, moral purity and unity of a person with his own nature. The analysis of the image of Narcissus allows us to interpret self-knowledge as practical spiritual work aimed at discovering one’s true calling and achieving a state of happiness through the realization of one’s own talents. The article reveals the pedagogical value of the concept of “unequal equality”, in which each person, having unique abilities, can achieve the fullness of life provided that he finds and develops his inner strength. The relevance of Skovoroda’s acmeological ideas for 21st-century education, which should move from the model of knowledge accumulation to the model of holistic personal development, is substantiated. The role of the teacher as a mentor and partner in the process of students’ self-knowledge is presented, as well as the possibilities of integrating the practices of spiritual and value education, emotional intelligence, dialogic learning and mentoring into the modern educational space. It is emphasized that spiritual values – love, kindness, gratitude, responsibility — serve as the basis for the intellectual and moral growth of the individual, and therefore are an integral part of acmeological education. It is concluded that spiritual and intellectual education based on the acmeological ideas of G. Skovoroda is an effective way to form a happy person capable of self-realization, moral choice and creation of a harmonious world. His philosophy retains a powerful educational potential and serves as a spiritual guide for the education of the future.

This qualitative study determined the relevance and transformative role of Values Education in the moral and personal development of public Grade 10 junior high school learners in Tagum City Division. Utilizing a descriptive qualitative research design, the participants selected through snowball sampling, with data collected through in-depth interview and focus group discussion. Findings revealed that learners consider Values Education essential as it nurtures their character, strengthens empathy and social responsibility, and guides ethical decision-making in everyday life. However, several learners noted that its significance lessens when lessons are not contextualized or applied beyond the classroom. Further results showed that the principles gained from Values Education serve as moral guide that enable learners to practice virtues, reflect on their choices, and pursue continuous self-improvement. Learners also emphasized the importance of experiential learning, strong role modeling by educators, and the collaborative involvement of the home, school, and community to ensure that values taught in class are consistently lived out. The study revealed that Values Education remains highly relevant when it is grounded in real-life experiences and supported by interconnected social influences.

This case study investigated how teachers in Grades 4-6 at a private elementary school in Davao City apply social constructivism in Araling Panlipunan and Values Education classes, addressing the need to understand how this approach supports student learning in basic education. Using a qualitative case study design, the researcher collected data through interviews with five teachers and classroom observations. The data were analyzed to identify significant themes in instructional practices and student engagement. Findings show that teachers consistently promote collaborative and inclusive learning environments through interactive discussions, group tasks, and real life applications of lessons. Reflective assessment practices and opportunities for students to construct their own understanding were also evident. Classroom observations further revealed improved instructional strategies, effective classroom management, and high levels of student participation, particularly during collaborative and hands-on activities. Three core components emerged as essential to the application of social constructivism: fostering collaboration and real-life learning, supporting active and reflective student engagement, and strengthening holistic learning through improved teaching practices. Results indicate that social constructivism positively influences student engagement and learning outcomes. The study suggests that targeted professional development can help teachers deepen their understanding of constructivist strategies and address implementation challenges, thereby enhancing the integration of social constructivism into classroom practice.

Accounting education continues to navigate a delicate balance between maintaining foundational technical skills and embracing digital transformation. This study argues that accounting education has evolved beyond its traditional technical focus into a multidimensional domain shaped by digital transformation, AI, sustainability, and ethical awareness. This study combines a systematic literature review, conducted under the guidelines of the PRISMA 2020 protocol, with bibliometric analysis to examine 2,362 peer-reviewed studies published between 1970 and 2024 in the Web of Science database. The findings reveal four main areas of concentration: pedagogical innovation, sustainability and ethics, technological advancement and curriculum reform. Highly cited studies, the themes that stand out are the alignment between qualifications and the labor market, students’ motivations, expectations and academic readiness, the impact of COVID-19 and crisis management in education, creative teaching practices, ethics and human values education. The analysis also shows that the United States, the UK and Australia dominate both publication output and collaboration networks, shaping global discourse but potentially constraining the diversity of pedagogical perspectives. Emerging research frontiers highlight the transformative role of artificial intelligence, data analytics and automation in reshaping accounting curricula, alongside growing attention to sustainability reporting, ESG frameworks and corporate social responsibility. These developments signal a shift toward interdisciplinary, competency-based education that balances technical proficiency with critical thinking, ethical reasoning and adaptability. Overall, the future of accounting education will depend on the integration of interdisciplinary approaches, industry-linked learning models and the embedding of ethical and digital competencies advancing toward a more inclusive and sustainable global framework.

As education moves towards further development, many meaningful ways to strengthen learners’ values formation have emerged. One of these is the service-learning method, known for having positive results in terms of character. Similarly, in the Philippine context, the Kariton Klasrum Project (KKP) serves as a service-learning strategy with a lot of potential in values education. However, despite utilizing KKP, no research has captured implementers’ perspectives, leaving no recorded evidence regarding the specific moral outcomes to them. KKP was originally introduced by the Dynamic Teen Company, and with their consent, was adapted and implemented starting in 2011 by Elizabeth Seton School-South, a private basic education institution in Imus, Cavite. The KKP engages the grade 10 learners in an outreach work with the children from Riverside, Imus, a community assisted by the Department of Social Welfare and Development (DSWD). The engagement’s preparation spanned for five months and culminated in a one-day service-learning session that involved teaching the basics of reading and writing, feeding session, and providing medical assistance. In this study, the researcher explored the role of KKP as an initiative that supports values formation among executors. Using the Qualitative Descriptive Research method, the perceptions of 10 participants from grade 10 revealed that KKP contributed to their development of responsibility, compassion, motivation, collaboration, and reflection. The findings add to the limited body of literature on KKP as a service-learning strategy in the Philippine basic education and highlight an emerging strategy for nurturing compassionate, socially responsible learners prepared to make a difference.

Artificial intelligence is fundamentally transforming Nepal's socio-economic landscape, with far- reaching implications across diverse sectors. Recognizing this transformative potential, the Government of Nepal published an AI Concept Paper in2024, followed by the National AI Policy in 2025. However, translating policy frameworks into tangible outcomes requires developing comprehensive short-term and long-term AI strategies that deliver public value. Education, digital infrastructure, industry, and digital diplomacy emerge as pivotal sectors where AI can advance national interests, accelerate sectoral development, and address critical cybersecurity challenges. This study examines AI-driven opportunities and risks across four key domains: industrial value chains, education, digital infrastructure, and digital diplomacy. Each sectoral analysis explores current conditions, potential use cases, associated risks, and emerging opportunities for AI integration. This study employed a multi-method approach combining extensive desk reviews, iterative report evaluations, focused group discussions, and stakeholder consultations. This methodology incorporates diverse perspectives and draws upon global best practices in AI adoption to ensure comprehensive and contextually relevant findings. The study reveals that each sector requires a holistic and adaptive framework that integrates customized AI implementation strategies, proactive risk management strategies, sustainable funding mechanisms, and robust evaluation systems. Critical priorities identified across sectors include enacting data privacy legislation, investing in workforce upskilling programs, developing essential digital infrastructure, implementing AI risk mitigation protocols, strengthening digital diplomacy capabilities, and enhancing cybersecurity measures. These interconnected priorities collectively shape Nepal's evolving position within the global AI ecosystem and determine its capacity to leverage AI for inclusive development. This study provides policymakers with strategic insights, evidence-based analysis, and practical implementation tools to formulate effective AI policies, address critical infrastructure and governance gaps, and foster inclusive capacity building across sectors.

The purpose of the research is to examine the views of coaches on the values gained through sports education and the value change in sports. The research has been conducted with the interview method, which is one of the qualitative research designs. Non-probability sampling methods have been used in the research and the research group has been formed with the maximum variation sampling which is included in the purposive sampling methods. 25 coaches working in different sports branches at 3rd, 4th and 5th ranks took part in the research group. The research data have been collected with a semi-structured interview form and the data have been evaluated with the content analysis method. As a result of the research, it has been concluded that sport is a rich resource in terms of values education with the contributions it provides to the individual both in the practical and instructive stages.

In this study, the values in different English textbooks used in private and public schools were analyzed in terms of the frequency of their inclusion in the textbooks. A total of nine English textbooks, used in 2nd, 3rd, and 4th grades at public schools and two different private schools, were analyzed in the context of the English language teaching program and the Living Values Education Program. Content analysis was employed for data analysis. It is seen that the textbooks with the highest frequency of different values are the textbooks used in private school (Prv2) and the textbooks with the lowest frequency are the textbooks used in public school. It was found that the most frequently emphasized value in the books of private and public schools was cooperation. Moreover, honesty and patience, which were not included in the textbooks of private primary schools, were present in those of public primary schools. Among all textbooks, the value with the highest frequency was found in the 4th grade textbook used in the public primary school, while the lowest frequency was observed in the 2nd grade textbook of the public primary school. In general terms for all books, reading texts were the most common form for reflecting values, while listening texts were the least preferred.

This research aims to explore and analyse the role of Gayo music and dance performances as agents of social change in strengthening social cohesion and cultural sustainability within the Gayo community in Central Aceh. The research is motivated by the importance of the performing arts as a medium for preserving cultural identity and uniting communities, particularly in the face of the challenges posed by globalization, which threatens the sustainability of local traditions. The urgency of the research lies in the need to understand concrete strategies for utilizing traditional arts for social purposes, as well as to fill the gap in the literature regarding the unique elements of Guel music and dance in the context of social change. The research method employed was a mixed-methods approach with a sequential explanatory design, combining a quantitative survey of 176 participants with a qualitative phenomenological study of 25 participants. The study’s results showed that participation in Guel performances, particularly through the “Saturday Arts” and “Annual Festival” programs, significantly increased the community’s sense of belonging, cultural pride, and social involvement. Quantitative data analysis showed an increase in governance and conservation indicators by 13.6% and 23.6%, respectively, while qualitative data revealed Guel’s role in value education, gender inclusivity, and intercultural dialogue. The discussion relates this finding to Bourdieu’s theory of social capital, confirming that Guel functions as a social glue (bonding capital), a bridge between groups (bridging capital), and a transformer of cultural capital into social capital. This research recommends the development of inclusive cultural policies, the integration of traditional arts into the educational curriculum, and a community-based governance approach to ensure the sustainability of Guel music and dance as an intangible cultural heritage and a unifying force for society.

Metaverse technology has created a new virtual space that influences individuals in shaping their identities, engaging in social interactions, and expressing cultural values within a digital context. This phenomenon presents serious challenges to the continuity of national identity, especially amid the rapid currents of globalization. This study aims to examine strategies for integrating Pancasila values into the Metaverse ecosystem to strengthen Indonesia’s national identity. Employing a systematic literature review approach, the study analyzes several relevant scholarly articles to identify trends, characteristics, and thematic syntheses related to Pancasila and the formation of national identity in digital spaces. The findings indicate that Pancasila values such as mutual cooperation (gotong royong), social justice, and tolerance hold significant potential to be internalized within the Metaverse through character education approaches based on immersive technology. However, the application of these values requires a contextual pedagogical design and strong ideological awareness to prevent them from being reduced to mere digital simulations. This research contributes theoretically to the development of a conceptual model linking value education, digital technology, and national ideology. It also offers practical recommendations for educators and policymakers to design learning strategies aligned with national values in this era of technological disruption. Furthermore, these findings open avenues for further exploration of the role of ideology in increasingly dominant virtual spaces.