1. Kathmandu University, School of Education, Nepal.

*             Correspondence: rajkumar.yonjon25@gmail.com

Keywords: Mr. Speedy, Students, Education, Nuwakot, Christian, Ms. Brainy, Nepal

1. INTRODUCTION

The education system in Nepal has evolved since the people’s democracy in 1950 AD, with community schools owned by the Nepal government and private schools by individuals with a motive for profit. There are approximately 35601 general schools in Nepal, with 81% belonging to the government and 15-19% to individual owners [1]. There are over 3,500 schools in Nepal, with about eight million students attending. However, principals often fail to cultivate values such as love, care, honesty, justice, and service in students. This is due to ethical dilemmas faced by principals, who often fail to make decisions that prioritize the best interests and needs of children [2, 3]. Words have power to encourage or discourage relationships, so the author took a stand to promote values education in school rather than just portray it with action. They reframed the school policy in consultation with the School Management Committee (SMC) and set specific values after doing a need survey among SMC, parents, students, and teachers. Among the five values set, respect was one, the school policy stated that every individual in the school should be respected with words and deeds, and no one should refer to any individual as “t” (a Nepali word used to refer to someone lower). Within a few months, this brought a drastic change not only in the school but in the whole community. People realized that their students were learning something new and better in school, and the number of students doubled in the school the next year. As a school principal, the author took the heavy burden of teaching values in school and integrating them into the curriculum, policy, strategy, and activities. They believed that these values of love, care, respect, honesty, and service were something that the whole world approves and deserves. In Nepal, there are two types of educational institutions: community-based schools and private schools. The education system in Nepal is exam-centric, with students being asked to memorize books, practice, and participate in numerous tests to achieve good scores [4]. This results in academically incompetent students being forced to cheat and copy from friends. Principals play a crucial role in cultivating unethical values in children, but they are not always mindful of promoting value education. The author’s own experience in private schools and their involvement in the Educators Network have provided insight into the importance of values education. As a school principal, the author believes that the major failure of school education is producing individuals with ethically and morally upright character. A school principal wrote a letter to parents expressing his suspicion towards education if only it would make a person moral and ethical. He encouraged parents to help their children become humane and argued that reading, writing, and arithmetic are important only if they serve to make children more humane [5]. Values come in different forms, either in written form or verbal terms. Every individual is instilled with values either by parents, siblings, and other family members at home or by teachers, friends, and leaders in school and beyond. By addressing these concerns, the author hopes to improve the quality of education in Nepal and create a more ethical and morally upright society. Values play a significant role in shaping an individual’s attributes, both consciously and unconsciously. People’s actions are guided by their belief systems, which are learned through family, schools, community, and friends’ circles. The motivation for studying has often been focused on earning and financial success, leading to high-achieving candidates who fail on moral and ethical grounds. This is due to the values instilled in young minds, which often make education a business rather than a place to build individuals and communities. The argument that our education may have failed in teaching and instilling values to young minds to stand morally and ethically upright is based on the values instilled in young minds. Schools can play a vital role in instilling these values to young minds, and school principals can play a vital role in promoting value education. Nepal has experienced an increase in literacy rates since 2007, but this has not led to a decrease in immoral acts [6]. Many primary schools, graduate schools, and universities in Germany and Palestine have been aware of and practicing value-based education, focusing on values alongside academics. They have practiced good governance and accountability, encouraging students, teachers, and parents to participate in building candidates who could live a moral and ethical life. Study in China and Pakistan has shown that moral education is based on state religion and Islamic values, while education of citizenship is more focused on politics. School principals in England and the Netherlands have practiced intrinsic values strongly in schools but have not been able to directly promote values education. Nepali schools have attempted to practice value education to some extent, but the Nepali National Education Policy (2019) has not included value-based education in its goals and strategies. Previous studies have highlighted the responsibilities and pedagogical practices of teachers in teaching values education, but there is no actual study on how principals can promote values education. In such a scenario, what could school principals do intentionally and strategically to foster values in students? My study focused on finding the roles of school principals in promoting values education, aiming to learn from existing practices and identify gaps in the promotion of value education in schools in the future [7]. This study explored the experiences of principals in promoting value education in their schools and the challenges they encountered. The study found that the dominant aspect of teaching in schools is ‘Schooling’, which measures the success of education with marks obtained in various subjects. The first aspects ‘Students’ and ‘Context’ are neglected, leading to frustration among teachers and students. Values education is essential for achieving holistic aspects of education, as focusing on final results based on paper-pencil tests only brings frustrations. Values education helps students actualize moral values in their daily lives, making them responsible and enabling them to make better decisions and be good citizens. However, education policy in Nepal is more aligned with the Labor Act than with a unique identity, failing to meet the holistic domain of promoting values [8]. Many schools have failed to inculcate values through values education, and even schools promoting values do not have a clear understanding of promoting and implementing them. School principals have the responsibility of assuring holistic growth for students and teachers. The findings of this study could help private and community schools provide holistic education that fosters moral values in students, and help education departments include values education at the policy level. It will also help school leaders understand the needs, challenges, and ways to promote values-education in schools.

2. MATERIALS AND METHODS

The study adopt the ontological, epistemological, and axiological stance, the ontological assumption is that the lived experiences of principals in private schools are unique and meaningful, as they are formed within different temporality, space, and sociality. The knowledge in this study relies on the multiple realities projected in practice and understanding of values education from principals. Epistemology is guided by the ontological stance of socially constructed multiple realities, which involves listening to participants’ stories and understanding them in their own context. The lived narratives of principals in schools are meaningful as they are shaped in different time, social, and personal contexts and places. These experiences will be explored and collected through in-depth interviews, interpreted with the help of an interpretive paradigm. Axiology is the nature of ethics, which refers to what researchers believe is valuable and ethical. The study agenda revolved around the lived experience of principals in promoting value education to students in a school setting. The study agenda explored the stories of roles that school principals play in promoting value education, the kinds of roles they play, and the hindrances they confront while executing these roles. Narrative Inquiry is the study of experience as a story, which is the first and foremost way of thinking about the experience lived by principals. It is a way of understanding and inquiring into experience through collaboration between researchers and participants over time, in a place or series of places and social interaction with milieus. The experiences and meanings of principals’ lives are influenced by sociality, temporality, and locality, shaping their experiences and their meanings. The quality standard in the study is maintained, and ethical considerations are considered throughout the study process. The study was conducted using purposive sampling, a practical and efficient tool that can be as efficient as random sampling or even better. Purposive sampling is the deliberate choice of an informant due to their qualities, and it allows researchers to determine what they need to know the study focused on three school principals in Nepal, Mr. Speedy, Ms. Brainy, and Ms. Gorgeous, who are experienced and reflective members of the community who are practitioners of values education. The study sample was reduced to three due to the large size of the sample. The participants were friends with whom the researcher has been acquainted for many years.Mr. Speedy, principal of Lovely Academy, has been promoting values education in his school for over 14 years and has been successful in leading the school through the change process. His passion for education led him to pass SLC and intermediate level of education from night school. He also started attending church, where people treated him with love, care, respect, and compassion. MS. Brainy, principal of Hope Academy, is passionate about education in Nepal and has committed herself to fostering values in students. She met the author in 2011 during leadership training and has since served voluntarily in the Educator’s Network. The data was collected through in-depth interviews with unstructured questions in the form of formal and informal conversations. The study was conducted as a qualitative narrative inquiry, involving data collection and analysis to generate meaning from interviews and questionnaires. The data was reduced into themes through a process of coding, condensing, and generating themes with meaning-making. To ensure the best quality in the study, trustworthiness, confidentiality, credibility, temporality, and spatiality were considered. Purposive sampling and in-depth interviews were used to maintain trustworthiness, while pseudo-names were used for participants and their schools. An informed consent form was verbally agreed upon by both parties to ensure confidentiality. Ethical consideration was ensured, with no discriminatory language or condemning language to any sexes, racial, or ethnic groups. Participants participated voluntarily, were clearly explained about the study and purpose, and their consent was kept in written form. Accountability and confidentiality were the most important aspects of the study procedure. Study results were shared with participants to ensure confidentiality, and data collected and participants’ profiles were not to be shared with third parties for any purpose.

3. RESULT & DISCUSSION

This study explores the role of school principals in fostering students’ behavior through value education, focusing on the development of empathy and morality. Value education promotes love, caring compassion, living with moral virtue, and learning to greet. Principals play a crucial role in nurturing students’ body, soul, and spirituality, as they are responsible for nurturing their moral and spiritual lives. MS. Brainy emphasizes the importance of maintaining the environment and surroundings to foster moral values. She shares her own experience of teaching students to clean their classes according to the school’s values, which led to immediate improvement in moral behavior. Principals should provide moral support, allowing students to learn and grow while taking discipline positively.MS. Georgeous emphasizes the importance of transferring values like love and affection to others through hands-on experiences and teaching methods. She shares her own experience of how her students were instilled with moral values, leading to a change in their behavior. Empathy is a key motivating factor for leaders to act ethically, as it helps individuals become moral and have a better understanding of themselves, leading to an inbuilt pride in them that helps them act selflessly. Reciprocity, or hard work for self and others, is a social principle that encourages respect and dignity. When students are taught values in school, they will practice them in their own lives. As a school principal, Mr. Speedy believes that respecting teachers is essential for their well-being.MS. Brainy shared two stories about a transformation in her family’s education system. She admitted her daughter to school after she missed 3-4 years of education working abroad in Delhi and her mother went to every village to meet and counsel parents personally, promoting values in the school. This act of reciprocity had a greater impact on conveying symbolic value, as it resulted in similar behavioral preferences and sentiments from her students. MS. Brainy played a role in formulating school policies that reflected the values they were fostering, bringing justice, equality, and trust between leaders and teachers. She advocated for the principal to make decisions without prejudice, as this would ensure that the values of equality are reflected in the policy. Behavioral transformation is crucial for individual learners, not just grades, to become morally upright citizens. MS. Brainy faced challenges in convincing her parents that her school was teaching values education for holistic development, not just grades. She successfully influenced her parents by pointing out the social norms she wanted to change and implementing the values of the school. GORGEOUS, a school principal, emphasizes the importance of promoting values in school education, emphasizing the holistic approach that includes spirituality. She taught her students to pray in assembly, which initially sparked concerns from parents but was eventually convinced that a value-driven life is crucial for a child’s holistic development. She integrated her values into Nepali culture and promoted them with mutual understanding among teachers and students from diverse religious backgrounds. Despite initial challenges, many teachers eventually understood the integration of values in school education. Value education is essential for fostering a value-driven life through intentional integration of values in action. It requires the practice of values in day-to-day social interactions, as it leads to long-term results. Teachers play a crucial role in implementing values in students’ lives, acting as role models and promoting the values in their daily lives [9]. This approach helps students develop character traits such as unity, tolerance, and cooperation. Values are learned through procedures and practice, not just through words and rules. Mr. Speedy has played a role in creating an environment that promotes values-education in school, ensuring that both teachers and students feel the values being practiced or to be practiced. By incorporating values into daily life, students can develop a sense of responsibility, respect, and a sense of responsibility towards others. MS.BRAINY shares another story about how values are put into action and led to change within the school education system. She shared that teachers must walk to villages to meet parents, ensuring quality education and preparing lessons for their students. Her actions led to similar actions from students, emphasizing the importance of putting values into action for students’ experience of living a value-driven life in day-to-day life. A value-driven principal cultivates a culture of living values in practice, not just words but also in action. She designs programs, plans, and executes them so that teachers can learn from her, such as conducting hall time and assembly programs, sharing different ideas, and spending time counseling teachers when they seem sad [10]. However, promoting actual value education presents challenges, including pedagogical difficulties, practice, process, evaluation, and understanding. Principals, teachers, students, and parents must be well-equipped to understand, internalize, and practice the values in real life. Internal challenges include unhealthy competition for final grades, the traditional method of schooling, and the mindset of school principals and leaders who do not feel the necessity of values education in schools. Teachers play a crucial role in promoting values education in schools, but they often face challenges due to their traditional teaching methods and the unhealthy competition and mindset of private school leaders. The curriculum in Nepal lacks clear guidance for value formation, activities, practice, and assessment, leading to rote memory learning and textbooks that focus only on facts. Visual casting is another challenge, as it is essential to assess teachers’ understanding of value-based education. Parents also play a crucial role in the holistic growth of students, but many struggle to understand the essence of learning values in school. They believe that grades are just numbers, science, and languages, and that students need to learn morally upright, communication skills, and communication skills [11]. Parents may not support learning without understanding the importance of values education. To create a value-based policy, schools must go beyond existing policies and create guidelines that reflect the values being fostered. This requires a balance between promoting values education and ensuring that parents understand the importance of values in their children’s education. Principals’ practices in actual value education focus on morality, pride, and empathy. Empathy is a means of understanding oneself, others, and nature, promoting mutual relations among all human beings and natural beings. Principals model values of reciprocity to impart a sense of adequate behavior in terms of context, feelings, and interests. Value education also relies on social and personal ethical principles, acknowledging and promoting social norms and values while strengthening personally identified values and ethics. Principals emphasize the importance of education in action, focusing on performance in everyday life with integrity. However, challenges have been encountered in practicing values education, such as parents’ limited knowledge of teaching-learning activities and teachers’ opposition to holistic development. School principals can be categorized into academic primary roles and non-academic sub-roles, with academic roles focusing on student academic achievement and non-academic roles on cultivating social justice among students [12].

 Figure No. 01:  Conceptualizing Actual Values Education in Educational Practice.

Figure 01 illustrates the action value education practiced by school principals, which involves empathizing, reciprocity, social and personal values, and putting them into action. This fosters morality, understanding, behavior, and social engagement, promoting acceptable behavior. This study discussed the concept of self-actualization, a psychological development that involves realizing and fulfilling one’s potential and becoming the best version of oneself [13]. It is based on Abraham Maslow’s hierarchy of needs and involves personal growth, exploring talents and abilities, and striving for personal fulfillment and authenticity. Self-actualized individuals exhibit characteristics such as creativity, autonomy, emotional well-being, and a strong sense of morality. Achieving self-actualization requires self-awareness, self-acceptance, and a willingness to engage in personal reflection and growth. It involves aligning one’s values goals and actions, and living following one’s true self. Self-actualized individuals are publicly recognized for their humanitarian efforts and commitment to egalitarian communities and benevolent values.MR. SPEEDY shares his personal experience of growing into a moral person through moral education provided by his teachers. He learned the need for value education and has incorporated three educational philosophies or values in his school: educating students to be faithful, educating children to be competent in knowledge, and educating children to be contributive in life. He chose the values of being faithful, competent, and contributive in life as the values that guided his life and social interaction with others. He now teaches these values among his students, ensuring they too go through the process of self-actualization to lead a value-driven life. In an incident during an education excursion, he shared his conviction in teaching values to students, highlighting the importance of respecting teachers who work hard to make their future better. This experience has led him to incorporate three educational philosophies or values in his school [14].Mr. Speedy, a school principal, recognized the importance of values education for students and implemented it in his school. He organized annual events to teach students about being contributive in life and how they can contribute to others’ problems [15]. This self-reflection helped create self-awareness among students and made a greater impact on the school environment.Mr. Speedy believed that his values were important not only for himself but also for others who saw him and followed him. He was aware of the consequences of promoting values education and the need to balance subject matters with value-based education. He allocated time within the school’s daily routine to conduct values classes, which reduced textbook teaching time. Teaching values in education requires effort and time, and many teachers struggle to adapt to this change. Mr. Speedy sent his teachers through various training and seminars to help them understand the importance of values within education [16]. They realized that the education provided is traditional and that values within education are of real importance. Self-actualization is a process where chosen values are valued and publicly approved, leading to personal growth and development. It involves experiences and actions, such as MS. Brainy’s commitment to benevolent values and actions, which led to a sense of social responsibility among students. Choosing values among alternatives is a complex process that requires experience, clarification, and confirmation from various alternatives. Acknowledging mistakes and apologizing to students promotes justice, trust, love, and respect. Value-based education fosters growth and transformation in students through trainings, workshops, and experiential learning [17]. The success of promoting values education in schools is not only for teachers but also for students. The environment is crucial in promoting value-based education, and the school creates an environment where values are seen in action. Experiential learning helps students grow as they gain better experiences, understanding, and knowledge, leading to a more inclusive and effective educational environment. Schools play a significant role in instilling predetermined values among students, and cultural homogenization has played a role in promoting monoculture, language, religion, and political systems. Multicultural education has served to promote the value of celebrating diversity, making students more tolerant and adaptive in multicultural settings. Implementing values education in schools requires addressing various challenges, including balancing the needs of students, parents, and teachers, and ensuring that policies reflect the school’s values [18]. By working together, school principals can nurture values of celebrating diversity and promote positive values, ultimately leading to better student outcomes and a more inclusive educational environment.

Figure 02: Conceptualizing Value-Clarification in Educational Practices

Figure no 2 illustrates the value clarification process in education, where individuals choose values based on their cherished nature and consequences, and these values are integrated into repeated action. The Change-Maker role involves school principals making changes in curriculum, pedagogy, and policy, while also creating awareness among parents and the community [19]. They have impacted students’ and staff’s lives beyond the school compound, convincing parents of the holistic development of students and being morally and ethically upright individuals. Their meetings with parents and students, as well as home visits to the community, have helped parents understand better and make a change in the community [20]. The Empathizer role involves treating students and subordinates with love, care, compassion, and affection to promote morality. School leaders listen to their students and subordinates, showing love, care, and compassion by accepting them even when they are difficult to love due to their behavior. When principals empathize with their students and subordinates, they feel morally supported, encouraged, respected, and aware of their needs and priorities [21]. This empathy helps students and subordinates be self-aware, choose their values, and understand their consequences. Empathizing helps individuals become better human beings who contribute to life, become responsible individuals, and contribute to themselves, the community, and the environment. Values education is a crucial aspect of school leadership that can positively impact students and staff, as well as the community. The study explored the role of school principals in promoting values education in their schools. Principals play a crucial role in teaching and training students, as well as living the values they teach. They are believed to have a positive impact on their students and subordinates, leading to a reciprocity effect. Principals who exhibit love, care, compassion, justice, and respect for their students and subordinates are seen as exemplary leaders. However, there are tangible challenges that school principals face in promoting values education [22]. Curriculum and heavy textbooks are often seen as obstacles, as they lack space for experiential learning and do not adequately prepare students for moral science. Additionally, the paper-pencil evaluation system at the school and board level also hinders the implementation of values education. Intangible challenges include parents expecting too much academic success and neglecting the holistic growth of students. Teachers at the secondary level also struggle with their understanding of values education, making it difficult for them to implement values education effectively. Students’ upbringing and background also pose challenges that hinder principals from practicing values education in school [23]. The study concluded that school principals are leaders who can influence not only their students but also their subordinates, parents, and the community as a whole. Their decisions and actions have either positive or negative impacts on school development. School principals’ commitment to values education is directed by their own values and fostering them in their students and subordinates. To ensure the incorporation of values education in schools, principals should incorporate it into their mission and vision in policy, enhance curriculum within their context, and evaluate systems in their schools. They can instill values in students and subordinates through their actions within the school premises and beyond. The study also highlighted the importance of listening to the stories and experiences of the study participants, as it provides a different perspective on the school principal’s role [24]. Narrative inquiry, which connects the stories of the principals with their own experiences, makes the study more powerful, emotional, vivid, and authentic. The author began their study journey with the initial goal of studying value-based education. However, they discovered that value-based education and values education were two different concepts. Value-based education is the education system designed to teach certain values, while values education focuses on integrating and teaching values in education through existing processes [25].

4. CONCLUSION

This study highlights the crucial role of school principals in promoting values education, identifying them as Change-Makers, Empathizers, and Role Models. They actively integrate values by modifying curriculum, pedagogy, and policy, while also raising awareness among parents and the community. Principals train teachers to embed values into their teaching, transforming practices. The author’s view of values evolved beyond mere moral norms; they’re life-guiding principles shaping an individual’s motives, intentions, and behavior. Schools are ideal for this, fostering morality, discipline, and respect, leading to a dignified life for individuals and families. Principals are key in creating a conducive school environment, responsible for guiding students and staff. Former students returning to express gratitude underscore their lasting impact. Teaching values demands a lifelong commitment to morality, empathy, justice, and honesty, even when it’s difficult. The author used narrative inquiries to gather inspiring stories of principals’ success. The study’s findings are vital for school leaders, researchers, and policymakers in Nepal, offering insights into overcoming challenges and identifying research gaps. The author advocates for policymakers to revise the curriculum, pedagogy, and evaluation systems to support holistic learning and development in Nepal.

References

1. Yonjon, R. K. (2023). Promoting Values Education in Schools: Experience of Principals(Doctoral dissertation, Kathmandu University School of Education).
2. Gamage, K. A., Dehideniya, D. M. S. C. P. K., & Ekanayake, S. Y. (2021). The role of personal values in learning approaches and student achievements. Behavioral sciences, 11(7), 102.
3. Suri, D., & Chandra, D. (2021). Teacher’s strategy for implementing multiculturalism education based on local cultural values and character building for early childhood education. Journal of Ethnic and Cultural Studies, 8(4), 271-285.
4. World Health Organization. (2021). Promoting physical activity through schools: a toolkit. World Health Organization.
5. Dasopang, M. D., Nasution, I. F., & Lubis, A. H. (2023). The role of religious and cultural education as a resolution of radicalism conflict in Sibolga community. HTS Teologiese Studies/Theological Studies, 79(1), 8469.
6. Eden, C. A., Chisom, O. N., & Adeniyi, I. S. (2024). Cultural competence in education: strategies for fostering inclusivity and diversity awareness. International Journal of Applied Research in Social Sciences, 6(3), 383-392.
7. Jayadi, K., Abduh, A., & Basri, M. (2022). A meta-analysis of multicultural education paradigm in Indonesia. Heliyon, 8(1).
8. Piñeiro-Cossio, J., Fernández-Martínez, A., Nuviala, A., & Pérez-Ordás, R. (2021). Psychological wellbeing in physical education and school sports: A systematic review. International journal of environmental research and public health, 18(3), 864.
9. Shaw, E., Walpole, S., McLean, M., Alvarez-Nieto, C., Barna, S., Bazin, K., … & Woollard, R. (2021). AMEE Consensus Statement: Planetary health and education for sustainable healthcare. Medical teacher, 43(3), 272-286.
10. Robertson, S., Nguyen, T., & Salehi, N. (2021, May). Modeling assumptions clash with the real world: Transparency, equity, and community challenges for student assignment algorithms. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems(pp. 1-14).
11. Bosio, E., & Schattle, H. (2023). Ethical global citizenship education: From neoliberalism to a values-based pedagogy. Prospects, 53(3), 287-297.
12. Zulela, M. S., Neolaka, A., Iasha, V., & Setiawan, B. (2022). How is the education character implemented? The case study in Indonesian elementary school. Journal of Educational and Social Research, 12(1), 371.
13. Leijen, Ä., Arcidiacono, F., & Baucal, A. (2021). The dilemma of inclusive education: inclusion for some or inclusion for all. Frontiers in Psychology, 12, 633066.
14. Khaleel, N., Alhosani, M., & Duyar, I. (2021, April). The role of school principals in promoting inclusive schools: A teachers’ perspective. In frontiers in education(Vol. 6, p. 603241). Frontiers Media SA.
15. Zhang, H., Lee, I., Ali, S., DiPaola, D., Cheng, Y., & Breazeal, C. (2023). Integrating ethics and career futures with technical learning to promote AI literacy for middle school students: An exploratory study. International Journal of Artificial Intelligence in Education, 33(2), 290-324.
16. Birhan, W., Shiferaw, G., Amsalu, A., Tamiru, M., & Tiruye, H. (2021). Exploring the context of teaching character education to children in preprimary and primary schools. Social Sciences & Humanities Open, 4(1), 100171.
17. Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., & Kalynovska, I. (2021). Training future physical education teachers for professional activities under the conditions of inclusive education.  Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191-213.
18. Loi, M., Fayolle, A., van Gelderen, M., Riot, E., Refai, D., Higgins, D., … & Cavarretta, F. (2022). Entrepreneurship education at the crossroads: challenging taken-for-granted assumptions and opening new perspectives. Journal of management inquiry, 31(2), 123-134.
19. Holmes, W., & Miao, F. (2023). Guidance for generative AI in education and research. UNESCO Publishing.
20. Tobón, S., Juárez-Hernández, L. G., Herrera-Meza, S. R., & Núñez, C. (2021). Pedagogical practices: Design and validation of SOCME-10 rubric in teachers who have recently entered basic education. Psicología Educativa. Revista de los Psicólogos de la Education, 27(2), 155-165.
21. Mustoip, S., Al Ghozali, M. I., As, U. S., & Sanhaji, S. Y. (2023). Implementation of Character Education through Children’s Language Development in Elementary Schools. IJECA (International Journal of Education and Curriculum Application), 6(2), 91-100.
22. Marullo, S. (2023). Sociology’s essential role: Promoting critical analysis in service-learning. In Cultivating the sociological imagination(pp. 11-27). Routledge.
23. Widayati, A., MacCallum, J., & Woods-McConney, A. (2021). Teachers’ perceptions of continuing professional development: a study of vocational high school teachers in Indonesia. Teacher Development, 25(5), 604-621.
24. Alam, A. (2022). Positive psychology goes to school: conceptualizing students’ happiness in 21st century schools while ‘minding the mind!’are we there yet? evidence-backed, school-based positive psychology interventions. ECS Transactions, 107(1), 11199.
25. Hasanah, I., Hefniy, H., & Zaini, A. W. (2023). Strengthening brand identity: Embracing local wisdom through character education management. Indonesian Journal of Education and Social Studies, 2(2), 83-94.