Developing Virtue-Based Education in School: identifying prominent affecting factors

نوع مقاله : مقاله علمی- پژوهشی

نویسندگان

1 گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران.

2 دانش آموخته کارشناسی ارشد تربیت بدنی، دانشگاه تبریز، تبریز، ایران.

10.22034/jpiut.2026.69743.4273

چکیده

In this article, we try to examine virtue-based education with regard to effective factors. Virtue-based moral education lays the groundwork for a responsible and fulfilling existence in society by helping students develop moral habits and traits. With a focus on virtue-based education, the goal of this study was to determine the variables influencing how students develop moral virtues in the classroom. In terms of goal and methodology, the current study is a qualitative, applied, and foundational meta-synthesis. The meta-synthesis approach suggested by Sandelowski & Barroso (2006) was applied in this investigation. The content analysis approach served as the foundation for this study's information analysis methodology. In this study, 32 documents from the sources that were searched were put through a systematic analysis process using the PRISMA technique. Patterns were then found, and the results were categorized using the content analysis method. Several categories can be used to classify the elements that impact students' moral virtue development in the classroom, especially when it comes to virtue-based education: Intra-school factors: educational objectives, curriculum material, Formal and Hidden curricula, teacher and trainer roles, administrative procedures, school management techniques, relationships with peers and classmates, and the general school climate and culture. Micro-Environment Factors; This includes the cultural background of the school's location, the family climate, and the educational policies established by the Education Department. The macro-educational policies, the dominant religious philosophy and beliefs, teachers and trainers recruiting system, global changes and developments, and cultural tensions or gaps are examples of environmental factors that take place outside of schools. Lastly, there are the intrinsic and personal factors of students, such as psychological aspects, motivating factors, and their experiences and abilities. Macro-educational policies should be formulated in a way that makes moral instruction the focal point of a virtue-based educational system, rather than merely a subsidiary objective, so students with strong moral qualities can develop in this system.

کلیدواژه‌ها

عنوان مقاله [English]

Developing Virtue-Based Education in School: identifying prominent affecting factors

نویسندگان [English]

  • Sohrab Yazdani 1
  • Farhad Ahmadiasl 1
  • Ozra Nourmohammadi 2
1 Department of Educational Administration, Farhangian University, Tehran, Iran
2 MA in Physical Education, University of Tabriz, Tabriz, Iran
چکیده [English]

In this article, we try to examine virtue-based education with regard to effective factors. Virtue-based moral education lays the groundwork for a responsible and fulfilling existence in society by helping students develop moral habits and traits. With a focus on virtue-based education, the goal of this study was to determine the variables influencing how students develop moral virtues in the classroom. In terms of goal and methodology, the current study is a qualitative, applied, and foundational meta-synthesis. The meta-synthesis approach suggested by Sandelowski & Barroso (2006) was applied in this investigation. The content analysis approach served as the foundation for this study's information analysis methodology. In this study, 32 documents from the sources that were searched were put through a systematic analysis process using the PRISMA technique. Patterns were then found, and the results were categorized using the content analysis method. Several categories can be used to classify the elements that impact students' moral virtue development in the classroom, especially when it comes to virtue-based education: Intra-school factors: educational objectives, curriculum material, Formal and Hidden curricula, teacher and trainer roles, administrative procedures, school management techniques, relationships with peers and classmates, and the general school climate and culture. Micro-Environment Factors; This includes the cultural background of the school's location, the family climate, and the educational policies established by the Education Department. The macro-educational policies, the dominant religious philosophy and beliefs, teachers and trainers recruiting system, global changes and developments, and cultural tensions or gaps are examples of environmental factors that take place outside of schools. Lastly, there are the intrinsic and personal factors of students, such as psychological aspects, motivating factors, and their experiences and abilities. Macro-educational policies should be formulated in a way that makes moral instruction the focal point of a virtue-based educational system, rather than merely a subsidiary objective, so students with strong moral qualities can develop in this system.

کلیدواژه‌ها [English]

  • Virtue-Based Education
  • Moral Education
  • Development of Virtues
  • Schools
  • Students

مراجع

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