2026· International journal of research and innovation in social science· Vol 10, pp. 9346-9357· 0 citations
Abstract
Character formation is a central concern in higher education because universities are expected to develop students who are not only academically competent but also morally responsible in academic and social life. This study examines how student character is formed through the interconnected dimensions of moral knowing, moral feeling, and moral action within the campus ecosystem. A descriptive qualitative design with an interpretive thematic orientation was employed at the Faculty of Education, State University of Surabaya, Indonesia. Twenty-four participants, comprising 16 students, five lecturers, and three student-affairs personnel, were selected through purposive sampling with maximum variation. Data were collected over three months through semi-structured interviews, participant observations, and document analysis. The data were analysed using the interactive model of Miles, Huberman, and Saldaña, while Lickona’s framework was used as a sensitising analytical perspective. The findings generated four interrelated themes: moral knowing, moral feeling, moral action, and tensions between moral understanding and moral practice. Students developed an understanding of honesty, discipline, responsibility, social concern, communication ethics, and academic integrity through learning and institutional guidance. These values were internalised through lecturer role modelling, peer relationships, empathy, and collective experiences, and were enacted through responsible academic behaviour, cooperation, respectful communication, and participation in student activities. However, the transition from moral understanding to consistent action was influenced by peer norms, academic pressure, digital technology, personal convenience, and inconsistent habituation. The study contributes an ecosystem-based model showing that character formation emerges through the interaction of learning, lecturer role modelling, habituation, academic culture, peer interaction, and student activities. Universities should therefore integrate character development across curricula, teaching practices, academic-integrity policies, student mentoring, and responsible digital practices.
Teacher personality competence plays a strategic role in shaping students' moral character; however, empirical studies within the madrasah context remain limited. This study aims to analyze the role of Akidah Akhlak teachers' personality competence in developing students' moral character and to identify supporting and inhibiting factors in moral development. A qualitative field research approach was employed, with data collected through observation, in-depth interviews, and documentation. Informants included Akidah Akhlak teachers, students from grades VII–IX, the principal, and the guidance and counseling teacher. Data were analyzed through reduction, display, and conclusion drawing, with source and technique triangulation ensuring validity. Findings indicate that teachers' personality competence was reflected in politeness, patience, discipline, and consistency, fostering students' habituation of polite behavior, discipline, and religious participation. Supporting factors included the madrasah's religious culture and educator collaboration, while inhibiting factors encompassed external environmental influences, social media, and suboptimal parental involvement. Strengthening teacher role modeling should be integral to Akidah Akhlak education practice.
Muhammad Hakim, Makmur Syukri· Journal of Educational Resea...· 0 citations
This study explores how graduate students in educational sciences define academic success and the factors influencing it. Using a phenomenological approach in methodology, thirteen master’s and PhD students voluntarily participated. The analysis followed the stages of Interpretative Phenomenological Analysis (IPA), moving from detailed initial noting to the development of emergent themes and cross-case interpretations. The data analysis revealed four themes in students’ success definitions. These are academic development, personal or intrinsic values, professional development, and social or cultural values. Academia-oriented students emphasized publishing, academic identity, and specialization, while professionoriented students highlighted practical application, personal growth, and social recognition. Factors shaping their success were grouped as personal, family, cultural, supervision, peer, field, profession, and faculty related. Supervisor support, peer collaboration, and academic flexibility served as key enablers. However, time constraints, institutional barriers, gender roles, and limited workplace incentives appeared as common challenges. Overall, the findings indicate that success in graduate education cannot be understood only as an outcome of individual effort. Rather, it emerges through the interplay between personal aspirations and the conditions. These results point to the importance of more flexible, supportive, and socially responsive graduate programs in education.
Selen Beyazbal, Ilgım Özergun-Köse· Zbornik: Institut za Pedagoš...· 0 citations
Moral education plays a crucial role in modern society by helping develop responsible, ethical, and socially aware individuals. In a rapidly changing world influenced by technology and globalization, schools are expected to provide not only academic knowledge but also moral guidance. Moral education promotes values such as honesty, respect, empathy, responsibility, and social justice, which are essential for building responsible citizens. Many education systems focus mainly on academic achievement and technical skills, often overlooking students’ moral and ethical development. However, moral education helps address social issues such as bullying, prejudice, corruption, and ethical challenges in digital environments. It encourages critical moral thinking, emotional intelligence, and ethical decision-making. This study examines the role of moral education in school curricula and its effectiveness in shaping students’ behavior and character. Teaching approaches include value-based education, character education, ethical discussions, service learning, and experiential learning. A mixed-method research approach using questionnaires, interviews, and classroom observations was conducted with teachers, students, and administrators. Findings show that schools with structured moral education programs improve students’ empathy, social responsibility, and moral awareness. However, challenges such as limited curriculum time, lack of teacher training, cultural diversity, and digital influences remain. Overall, integrating moral education with supportive policies and teacher development is essential for fostering ethical and responsible individuals in society.
Lucas Martin, Chloe Bernard· International Journal of Inn...· 0 citations
Students’ moral sensitivity and development are not innate abilities but rather the result of moral education and the teacher’s role as a character-building agent. This study aims to: (1) analyze the factors causing moral issues at SMKS X, and (2) explain how moral reinforcement can be enhanced through teachers’ beliefs. A qualitative approach with a case study design was used to gain an in-depth understanding. The research subjects consisted of one teacher and three students selected through purposive sampling. Data were collected through interviews, observations, and document analysis, and their validity was tested using triangulation techniques. The results indicate that moral issues at SMKS X are caused by three main factors: inconsistent parenting styles, environmental and economic factors, and the influence of social media. These issues can be minimized through an academic approach grounded in the teacher’s beliefs. The teacher’s beliefs possess three main characteristics: (a) the teacher’s role as a role model in moral reinforcement, (b) the teacher's belief in students’ capacity as good individuals, and (c) the establishment of a collaborative relationship between teachers and parents not innate abilities, but rather through the teaching.
This paper argues that character and virtues education is shaped by students’ understandings of educational purpose, and that philosophy offers a distinctive role in making those purposes explicit, discussable, and educative. Drawing on an early-stage mixed-methods case study in a culturally diverse Australian school, we report findings from a study involving 494 student respondents. Students largely framed the purpose of schooling in credentialling terms, with future study and employment functioning as a dominant interpretive horizon for curriculum and value. In addition, when asked what part of school helps them become a ‘better person’, students rarely nominated the humanities, including philosophy. We suggest that this gap matters because virtues language is received through students’ existing aims narratives, whether or not schools intend it. Building on existing character education frameworks, including the Jubilee Centre’s taught, caught and sought, we propose a context-attentive approach in which the humanities in general, and philosophy in particular, can help students and school communities examine the purposes of education, reflect ethically on purposes, and connect character education with practical wisdom.
K. Trask-Kerr, Jonathon Sargeant· Journal of Philosophy in Sch...· 0 citations
This research aims to analyze the moral emotions that have influenced the identity construction processes of women in senior management roles within higher education institutions (HEIs).
A qualitative methodology was employed, based on an interpretative phenomenological approach. In-depth interviews were conducted with 16 women holding leadership positions, such as rectors and campus directors, with a minimum of two years of experience in Brazilian federal universities and institutes.
The findings indicate that moral emotions such as indignation, empathy, gratitude and pride are not merely responses to organizational experiences but also play a central role in shaping the identity construction processes of women in senior management, motivating them to pursue and maintain leadership positions.
Theoretically, this research demonstrates how moral emotions, particularly indignation, empathy, gratitude and pride, emerge from the lived experiences of women in senior management as key components of identity construction.
From a practical perspective, the study underscores the fact that the experience of being a woman in a senior leadership role, such as a rector or director, is strongly associated with a sense of social and symbolic responsibility. The recognition of female leadership as a representative milestone reinforces the importance of institutional policies that promote the presence of women in decision-making spaces.
These findings indicate that promoting gender equity in leadership roles not only responds to contemporary ethical demands but also strengthens more sustainable and socially responsible governance practices, with positive impacts in environmental, social, cultural and economic domains.
This research shows that moral emotions, such as indignation, empathy, gratitude and pride, are not only responses to organizational experiences but also shape the identity construction processes of women in senior management positions in HEIs, motivating them to pursue and achieve leadership roles.
Mariane Lemos Lourenço, Lady Day Pereira de Souza· Qualitative research in orga...· 0 citations
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