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This reflective, autoethnographic piece provides some insights into our involvement with a program that promotes a value-driven approach to community development work. As a 'conversation' between a lecturer and a graduate, or Educator of Informal Educators and Informal Educator, we discuss the process of teaching and learning about values within day-to-day community development practice. We emphasise that a value-driven approach enables informal educators to celebrate cultural diversity, which can be complex in community settings. As the educator of informal educators (Louise), I reflect on the need to explore and demonstrate what value-driven practice looks like in day-to-day practice within community work and not simply state that values are important. This was prompted by self-reflection and the realisation that my teaching failed to illuminate how to bring values to life in all aspects of community work to achieve anti-discriminatory, inclusive and empowering practice. As an informal educator (Matthew), I consider how community development theories and values translate into meaningful practice that celebrates cultural diversity. Reflections are influenced by theories from Paulo Freire, with a focus on his notion that 'educators should respect the autonomy of the students and respect cultural identities'. An example of Freirean dialogue, the article discusses our critical consciousness through praxis as educator and informal educator. Acknowledging that we are never fully complete--we are always 'becoming'--we hope the article will be of interest to both Educators of Informal Educators and Informal Educators alike.

The purpose of this paper is to shed light on the possibilities offered by religious tourism according to Generation Z's education in values. Both the theoretical and empirical frameworks of the research have focused on Hofstede's Cultural Model, aiming to predict with a certain level of success the influence of cultural and social values on the consumption of religious tourism by the young age segment of Generation Z. A cross-cultural analysis was performed using exponential sampling (Snowball Sampling). All respondents were higher education students. The surveys were carried out using "Google Forms". The results obtained allow the design of a communication plan for the management of Religious Tourism according to the dimensions of Masculinity-Femininity, Individualism-Collectivism, Distance to Power, Risk Aversion, and Long-term Orientation.

The focus of this article's discussion is related to the integration of character education based on local culture at "Madrasah Aliyah" (Senior High School) in Aceh. The participants were determined purposively, and they were six "Madrasah" principals, and 50 teachers served at "Madrasah Aliyah" (Islamic secondary school ) throughout Aceh. The data were analyzed following the procedures of qualitative research. The results of the study suggest that the integration of character education based on local Acehnese culture was carried out through integration in learning, the preparation of a Characteristic Learning Implementation Plan (RPP) module, the role of the teacher as a role model, and the development of pesantren (boarding school) culture. The integration of character education based on local wisdom at "Madrasah Aliyah" in Aceh has implications for student character development, such as religion, integrity, critical thinking, independence, participating in social activities, and responsibility. Furthermore, the implementation of character education in the conditions of the COVID-19 pandemic was carried out through a distance-learning system (online). However, the use of this system still faces technical problems, but as a whole, it can be implemented effectively.

This article discusses the role of 'space' in Indian and Pakistani public sector universities in fostering national pride. University spaces have been highlighted, in both countries, for being used by the governments as agents fostering the national narrative yet there is limited research on how these spaces contribute to the visual culture of educational institutions and in the inculcation of nationalistic values. This article adds to the conversations regarding the fostering of national belonging and pride in universities by exploring space as a constitutive element of the visual culture of the higher education environment in India and Pakistan. In both countries, the physical spaces of public universities have become platforms for channelling student voices. This research uses two state-funded universities, from Delhi (in India) and Lahore (in Pakistan), and Lefebvre's conception of space to conduct a discourse analysis of bulletin boards, graffiti, statues, sculptures, and any other imagery found online pertaining to the campuses and analyse how it is a 'conceived' and 'perceived' aspect of the visual culture of the universities. It adds to current scholarly conversations on national pride and consciousness in India and Pakistan by showing how university spaces can potentially play an active role in promoting the state's narrative in students' or educators' everyday educational experiences.

As the application of colored designs on cloth using wax in certain areas in decorating items of clothing, Batik is made through several steps that come from drawing the pattern on the paper followed by imitating the pattern on fabric, which is called "ngeblat." The next phase is followed by drawing the pattern using wax, which is called "mencanting." The subsequent step is the process of coloring the pattern of Batik, called "pencoletan," and then subsequently followed by color-locking on Batik through covering the Batik with wax, namely basic color dyeing. This process is called "menembok." The final step is making the painting process through washing, called "nglorod." This process should attempt to maintain Batik with cultural sustainability, as its process contains several values, such as discipline, creativity, independence, patriotism, responsibility, cooperation, and environmental care. Based on this background, this paper attempts to examine the Batik's cultural design and to explore its sustainability through co-curricular school program activities. This study focuses on examining the potential in the process of the application of colored design through elaborating the supporting and interfering factors in a co-curricular learning program of Batik. The analysis was made through several points, namely a co-curricular learning program of Batik for enhancing cultural sustainability, a co-curricular learning program of Batik for enhancing national culture and community responsibility, and co-curricular learning of Batik for sustainability and environmental accountability.

One of the features of a mature society is the existence of a perfect system of legal regulation. To have a solid system of legal regulations, students need to be trained beforehand, to make them prepared for the world of practice. The purpose of the article is to theoretically substantiate the problem of educating the legal culture of students, to contribute to solving legal problems. The basis of such a system is the high level of legal culture of the members of this society. In order to build a rule-of-law state, for the successful socio-economic development of the country, it is necessary to educate an active young man with a developed sense of justice. The study analyzes a series of student responses that were collected through interviews. In addition, comparative data were revealed in the study using methods such as thematic analysis. As a result of the experimental work, the level of students' legal culture and comparative data on the development of students' legal culture were revealed.

In the first study we examined whether knowledge, social norms, value orientations and emotional affect about climate change (climate change) predict climate change risk perception among Transylvanian students. In the second study we examined whether climate change risk perception, psychological adaptation, mitigation beliefs and behavioral intention predict, both directly and indirectly, pro-environmental behavior (PEB). We also examined whether knowledge, deep engagement and affective involvement influence PEB. In the first study N = 84 (age M = 19.43, SD = 1.03), while in the second study N = 72 (M = 19.79, SD = 1.47), and N = 31 (M = 19.61, SD = 1.17) individuals participated. The participants filled the scales online. Internal consistency of the scales was found to be good. During the intervention the research group received brief synopses on climate change in writing, through e-mail, for five days. The results show that biosphere values and demographics significantly predict climate change risk perception. The intervention significantly increased PEB in the research group and this effect persisted for over a month.

Prosocial behavior is important for every individual from an early age. This behavior can teach each individual to be able, share, cooperate, be generous, help and practice honesty. The level of students' prosocial behavior can also affect their academic achievement, so there needs to be an intervention to improve students' prosocial behavior since elementary school. To improve prosocial behavior in elementary school students, researchers provide treatment through virtual media based on religious values. This study uses a quasi-experimental design with a non-equivalent control group design model. Respondents in this study amounted to 24 respondents consisting of 2 groups, namely the control group 14 respondents, and the experimental group 14 respondents. Measuring the level of students' prosocial behavior using a prosocial behavior scale instrument consisting of 15 items. Data analysis was carried out using the Wilcoxon signed-rank test to determine differences in the prosocial behavior of respondents before and after the intervention and the Mann Whitnney test to see differences in the level of prosocial behavior of respondents between the experimental group and the control group. The results showed that virtual media based on religious values had a positive impact on improving the prosocial behavior of elementary school students. The implications of the results of this study can be used as a basis for decision-making to help students' problems, especially prosocial behavior.

The purpose of this study is to describe how the learning process is based on the value of "Gotong royong" which occurs in the MSMEs community in order to face the challenges of high competition in the current era of globalization. Gotong royong is a principle of reciprocity. It means that it does not aim to get money or other materials but it is a hope that when needed there are those who help in the community of gotong royong. This study applied a qualitative method using case study approach. This study was conducted in the MSMEs community consisting of 43 members in various business in Malang of Indonesia. The data were gathered through indepth interview, observation and a group discussion. The learning process that occurs between the community members who are members of the community raises the value of gotong royong (mutual cooperation) in accordance with the vision and mission carried out. With this spirit of gotong royong, it can overcome the difficulties together to advance together in the face of globalization. From the learning model produced, it can be used as literature for policy holders such as the cooperative and community service agencies in developing the community based on the cultural perspective of gotong royong that is characteristic of Indonesian. The essence of this cultural value is a driving force for common progress which is the philosophy of the development of the people economy.

Providing people to acquire some skills and concepts, social studies lessons interact with various branches of science. One of them is citizenship education. When citizenship education is examined, it is seen that effective citizenship education comes to the forefront in present democracies. Concepts and issues such as respect for differences, empathy, globalization, cooperation, solidarity, identity, unity, and the feeling of togetherness are important considering immigrant students' acquiring citizenship awareness via intercultural interaction. The aim of this study is to determine the effect of social studies lessons on citizenship perceptions of 7th grade Syrian immigrant students. For this purpose, opinions of 14 Syrian immigrant students, who attended 7th grade in three different secondary schools in Hatay in 2019, were asked. The research was designed in qualitative design and phenomenology model. Purposive sampling method was used to determine Syrian immigrant students participating in the research. A semi-structured student interview form was used to collect data. It was found that, immigrant students in the study group of the research know their rights and responsibilities, respect the rights of others, feel responsible and have patriotism. They stated that citizenship education they received in social studies lessons contributed greatly to their acquisition of these values. Considering these findings, it was concluded that social studies lesson has an important effect on the formation of citizenship perceptions of Syrian immigrant students; enabling them to be connected with the environment they live in with a sense of belonging, while enabling them to become more sensitive and responsible citizens towards their environment.

Values education is a subject matter that draws attention in history education in every period. As history is about people's past lives, it naturally presents the heritage values of the society. In addition, the confrontation of the students with the historians' process of history making also contributes to both seeing these values and developing other values through some collaborative processes. There exists a special relationship between history and values education and both strengthen one another over the heritage values. The main purpose of the study is to learn history teachers' views about value education within the context of history courses. History teachers were asked to evaluate history courses, curriculum, and textbooks in terms of values education, and their opinions about classroom practices and effective values education were received. In this respect, qualitative research approach and case study design in accordance with its nature was adopted in the study. In 2020, 16 history teachers were interviewed via a semi-structured interview form, and the data obtained were analysed via content analysis and presented. As a result, it was observed that history teachers considered history courses as an ideal field in terms of values education. Despite this, they did not find the curriculum and textbook sufficient and they carried out values education with their own efforts, mostly through classroom practices. Teachers emphasized that there would be opportunities for effective values education in a history lesson where student-centred activities were carried out, history was not abused and its social aspect was emphasized more.

This research aims to determine teacher candidates' value perceptions and their opinions on the acquisition of values to teacher candidates, in education faculties. In the research, a survey model was used to describe an existing situation. In this context, a questionnaire was applied to 2274 teacher candidates. Research results show that the value perceptions of male teacher candidates are lower than female teacher candidates. The value perceptions of teacher candidates who chose the teaching profession because they had to, were lower than those who preferred it because they loved it. Perceptions of teacher candidates about the acquisition of values are low in the sub-dimensions of understanding and empathy, and medium in the other sub-dimensions. Teacher candidates' perceptions of the values that teachers should have are quite high in all sub-dimensions. Despite this, the scores regarding the acquisition of the same values in education faculties are statistically significantly lower and middle levels. These results indicate that the values cannot be gained enough in education faculties. Various suggestions were made in line with the research findings and results, and recommendations were made for future research.

The professional values of teachers in the Turkish education system have been discussed in terms of competencies of professional standards. It is important to describe the adoption level of the professional values of elementary teachers based on the views of experts. The aim of this study was to investigate and analyze the professional values of elementary teachers in the Turkish education system. The elementary teachers' professional values were determined with a qualitative approach. For this purpose, data were collected by using semi-structured interviews with faculty members, school inspectors, school principals, and elementary teachers. According to the findings, the elementary teachers' professional values were: recognition of students and individual-centered education, planning and organization of the learning and teaching environment, evaluation and monitoring of students, professional development and responsibility, and cooperation with the school, families and community.

In this study, it was aimed to determine the level of the peritextual features of Feridun Oral's children's books, the readability of the texts, what the subject and main ideas are. The research was designed according to the holistic multi-case pattern of the qualitative methods. 13 storybooks from the works of Feridun Oral were used as data sources. Document analysis method was used to collect data in the study. Both descriptive analysis and thematic content analysis were used in the analysis of the data obtained in the study. As a result of the analysis, although it was seen that all of the books, which are data sources, got close and high scores in terms of peritextual features, it was revealed that the author reflected certain practices in all his books in terms of design features. When the average level of readability of all the books considered within the scope of the research was examined, it was seen that the books are generally easy. When the data sources were examined in terms of the codes they contain, it included instilling the values of "responsibility, determination, respect, inclusiveness, solidarity, social aid, love of animals, protection of nature and living things" to the reader.

In this article, we examine the instructional theoretical work on the formation of family-moral values of students, conduct experimental work on a small experimental site and consider its concrete results. Methods were used to determine students' moral awareness, understanding family as value, family relationships, ability to control family conflicts, and active involvement in family decision-making. Theoretically, content analysis, synthesis, generalization, survey, diagnostics, and the like were organized. Based on the above, it is very effective to use Rokeach's method of "valuing the value". We present a percentage index based on the traditional relationships of the family institution in the form of a forming experiment organized on the basis of the "Psychological trainings for family life" series, which is organized in the right direction, in conjunction with the new social and economic conditions within the modern society.

In his video message sent on the occasion of the closing plenary of OIEC's World Congress, Pope Francis expressed sincere gratitude for all those who work in Catholic education. "I thank you for this service, and through you I would like to convey my sincere gratitude to all those who work in Catholic education: lay people, men and women religious, and priests," he said. He also conveyed his warmest greetings to millions of students who attend Catholic institutes in city centers, making special mention of Catholic school students who live in the peripheries of society. The Pope said young people are the "today" of God and are the today of the Catholic Church's educational mission. The OIEC International Congress 2019 -- taking place under the theme "Educatio Si" -"Be educated" -- is strongly focused on Pope Francis' encyclical "Laudato Si" (2015) and on the contribution of Catholic schools to teaching the values of solidarity, humanism, and the safeguarding of the common house.

Many often identified the Catholic Church with the cause of labor and worker's rights in the United States. However that was not the common situation encountered by laborers throughout most of the nineteenth century. The proclamation of the social encyclicals: Pope Leo XIII's Rerum Novarum (1891) and Pope Pius XI's Quadragesimo Anno (1931) elevated the status of the worker, endorsed worker associations and placed the Catholic Church as an advocate of worker's rights. But for the worker to clearly understand this change as well as his rights and duties education was vital. For workers in Pennsylvania, especially in Pittsburgh and Philadelphia, the formation of Catholic labor schools was the catalysis for education and guidance in labor-management issues. Eventually their programs expanded to include anti-communist instruction. This article examines the historical narrative of the Catholic labor schools in Pennsylvania and the curricula and policies developed mutually by the laity and clergy to educate workers (both Catholic and non-Catholic) about their rights and duties and how to apply Christian social teachings in the workplace. These schools became a fundamental part of the labor movement where Catholic labor education endeavored to build a Christian partnership of labor and management to ensure industrial democracy.

This research study carried out to examine the postgraduate theses on teachers' views of the values education in Turkey was designed as a meta synthesis study. Postgraduate theses were obtained from the National Thesis Center of the Council of Higher Education. During the research process, these steps were followed;(1) determining the research subject, (2) selecting the studies to be included in the study, (3) picking and presenting the data, (4) ensuring validity and reliability and (5) analyzing the data and explaining the synthesis. Content analysis was used in the analysis of the data. The qualitative findings of the 24 theses included in the study were examined singly and as a result of the examination three main themes were determined; Applications practiced to gain values education and problems encountered, The values that should be gained by the students according to the teachers and the factors effective in gaining these values, The problems that the values education can deliver solution and the behavioral changes observed in the students after the values education practices. From the findings of the research, it was concluded that the teachers mostly used the drama method to gain of values education, that there were problems experienced caused by the family in practice, and that the practices could solve the problem of injustice the most.

In this study, by helping social studies pre-service teachers develop activities for thinking skills, it was aimed to explore the effects of such activities in the context of professional competencies. The research was designed as action research. The action research group included 31 pre-service teachers (16 women and 15 men). Semi-structured interviews were conducted in final meeting with 12 volunteering participants after the application was completed. The following findings were explored in detail as; in the context of professional development, skills, values, and professional competence dimensions; in the context of lesson planning and teaching processes, lesson planning, teaching processes, material use, and contributions to activity production; and, at the end of the implementation process, evaluations of the implementation process and personal development. As a result of the research it was determined that creative thinking, critical thinking, thinking from different perspectives, original thinking, reflective thinking, high-level thinking, problem solving, scientific thinking, analytical thinking, thoughtful thinking, empathetic thinking, objective thinking, aesthetic thinking, developing broad perspective, collaborative thinking, and questioning skills were developed in the skills dimension. In the dimension of value, values such as justice, empathy, patriotism, austerity, respect, trust, self-confidence, solidarity, diligence and responsibility were developed. When the general results are evaluated, it was revealed that the pre-services improved their professional competencies in terms of lesson planning, implementation, activity development, material use, and pedagogical aspects. In order to ensure that the professional needs and competencies of pre-service teachers are met and supported, institutional educational programs that train teachers should undergo curriculum updates with the addition of the necessary theoretical and practical information to implement activity-based teaching in it successfully.

The present study aimed to determine the role of media literacy education in value acquisition based on the views of pre-service social studies teachers. The study was designed with the phenomenology method, a qualitative research design. The study group was assigned with criterion sampling, a purposive sampling method. Study data were collected with the interview method. The data were analyzed with the descriptive analysis technique. According to pre-service social studies teachers, the significant roles of media literacy education in sustaining the values included raising consciousness, raising awareness, and improving unity, and the participants also mentioned collaboration, guidance, prevention of immorality and socio-cultural degeneration, production of ideas, improvement of interpersonal relations, prevention of the loss of values, active transfer of the values to future generations, comprehension of the values, recognition of the importance of the values, comprehension of the effect of values on individuals, providing information, serving as the main auxiliary resource in value acquisition, contribution to mastering and comprehension of the topic, and contribution to permanent learning. On the positive contributions of media literacy education to value acquisition, most pre-service teachers included raising consciousness, cooperation, development of a critical perspective, revelation of the lost values, and raising awareness.

Due to the Industrial Revolution in Britain, the spread of production and consumption paved the way for consumption, especially excessive and luxury consumption, ceasing to be the privilege of aristocrats and other upper social classes. With the development of modern capitalism, the bourgeoisie/middle classes, which started to rise in the West, especially in America and Europe alongside the aristocracy in many spaces, began to utilize consumption and objects of consumption as a manifestation of their own class differences and privileges just like the aristocracy did. Many nineteenth century sociologists, notably Weber, Simmel, and Veblen, approached this process "positively" with great hopes. However, by the twentieth century, French sociologists, especially Lefebvre and members of the Frankfurt School, were pessimistic to modern consumer society and consumer culture. This pessimistic approach, as can be seen in the example of the Frankfurt school, described the prevalence of mass production and consumption in the modern era as the "end/death of the individual". Contrary to this pessimistic view, de Certeau proposes that consumers who are considered to be passive spontaneously transform any kind of products and production objects imposed on them by the dominant order and/or capitalist system into artistic forms by means of (different) ways of using and reproducing those objects in everyday life. Certeau elaborates the ways of action and production created by the consumer against the "strategies" of the system in daily life as "tactics" of the user/consumer. Therefore, this study aims to reveal Certeau's original approach to modern consumer society and to try to explore his views on this subject through his two basic concepts, namely "strategy" and "tactics". This study also tries to illustrate that De Certeau's analysis of modern consumption culture and his concepts of strategy and tactics offer new perspectives to those who are working on education policies.

In addition to providing knowledge and skills to individuals in the educational process, it is also aimed to attainment value and attitude. In this context, today, values are included in the curriculum of many countries around the world as a curriculum component. The aim of this research is to examine the geography course curriculum (GCC) applied in Turkey from the Republic to the present day with the dimension of values education. In this study, which is a qualitative research, descriptive content analysis method was used. All GCC's applied from 1924 to the present day constitute the universe of research. Since the entire research universe has been reached, no sample selection has been made. All GCC's that make up the research universe have been subjected to descriptive analysis. According to the results of the analysis, the research findings were presented in three periods: 1924-1971, 1971-2005 and 2005-2021. Accordingly, the GCC's applied between 1924 and 1971 do not include any content related to values education, while the GCC's applied between 1971-2005 included values implicitly in the general teaching purposes, and in the period 2005-2021, a curriculum element of values was included in the GCC. With the 2017 GCC, values were relationship with attainment, unit and class level for the first time. As a result, in the last half century, GCC's have shown slow but continuous development in terms of values education, but there are some problems in practice.

This study, which aims to examine the perceptions of teachers working in primary and secondary schools regarding organizational anomaly, was designed with a phenomenology study from qualitative research designs. The working group of the research consists of 16 teachers working in state schools in the central districts of Erzurum in 2020-2021. The data obtained with the measurement tool consisting of semi-structured open-ended questions prepared by the researchers were analyzed by content analysis method. According to the findings obtained in the study, the main causes of anomie experienced by teachers are corruption in working life, loss of values, lack of certain rules and norms, distrust of administrators, unwillingness, impossibility, dissatisfaction, inefficiency and loss of belonging. It has been concluded that it has consequences such as lack of discipline, self-interest and negligence, and that the teachers generally have uncertain and anxious thoughts about the personal and social future. In order to reduce anomaly in schools, a value-oriented human resources management based on the spirit of teachers and a transition to a merit and justice-based appointment system in manager appointments are the basic proposals.

Preparing employees to become stewards of Marianist values has become a priority at Marianist institutions because employees impact the institutions' environment, and faculty and staff directly impact student learning. To date, there is a lack of research conducted among employees of Marianist institutions on how new understandings of the institutional mission get transferred to their jobs. Additionally, there is a lack of empirical studies that examine what enhances and hinders the transfer of such understanding. Using the Multidimensional Model of Learning Transfer as a theoretical framework, the purpose of this qualitative study is to explore the extent to which employees attending a formation are able to transfer the newly acquired knowledge to their professional lives and to understand what inhibited and supported their transfer of knowledge. Findings reveal that participants did transfer some knowledge to their positions. Based on these findings, the research team offers recommendations to increase the transfer of new religious understanding.

While the mission statements of Catholic schools place emphasis on faith formation, Catholic schools are more often identified with high-quality academics and less with the development of faith. A qualitative descriptive study was designed to understand how Rhode Island Catholic secondary school graduates described the influence of the Catholic educational mission on the formation of faith and personal life values. The results of the study indicate that the graduates of Catholic secondary schools in Rhode Island recognized the strength of the academic programs at the four identified Catholic secondary schools. Participants also profusely described the influence of the Catholic educational mission on the development of personal life values, but the results were less conclusive regarding graduates' perceptions of the faith formation experience. Graduates who described faith as a process and personal journey had a more positive attitude regarding the influence of the Catholic educational mission on faith formation. In contrast, those who described faith as the practice of religious ritual as well as obedience to the dogma of the Catholic Church, both positively and negatively, were less effusive regarding the Catholic educational mission.

This research aims to study the moral teachings and spirituality of the Javanese-Muslim ethnic group, as well as how it implements Islamic teachings in the digital age. It applies a qualitative research methodology that focuses on the theme of Javanese morals and Islamic teachings. The main sources of primary data were interviews and observations, while secondary data to support the research were obtained from documentary studies of ancient manuscripts and other relevant literature. The study used qualitative data analysis techniques over four steps, namely data collection, data reduction, data presentation, and finally the drawing of conclusions and verification of data. The findings revealed that the teaching of "Kejawen" morals and spirituality has its origins in the cultural traditions of the Javanese tribal community, which teaches about the "pakem" (standards/rules) for a good life and noble standards to form "hanjawani" morals (for a commendable character). "Kejawen" Islamic philosophy, which combines Islamic teachings and aspects of Javanese society, is manifested in the digital era in the form of spiritual intelligence. Through spiritual intelligence and "akhlatul kharimah," people can understand every phenomenon and act wisely in responding to various situations and conditions in the digital era thanks to such teachings. The expected implication is that stakeholders will be able to support the preservation of the positive values of Islamic "Kejawen" culture, which in turn will help increase the spirituality and noble morality of the Indonesian people in order to foster harmony among themselves, the nation, and the wider world.

The purpose of this research is to learn about the division of authority in the management of marine resources and the handling of social conflicts that occur between fishermen in terms of peace education in national law. This study uses a normative juridical research methodology by conducting a comprehensive study of theoretical aspects, legal rules and legal principles that focus on the authority of sea management and handling social conflicts through peace education on Madura Island, East Java Province, Indonesia. The main data sources are secondary data obtained from primary legal materials, documentation, and relevant research studies. The data analysis technique uses content analysis which is intended to describe the characteristics and draw inferences from the research conducted. The results showed two main points. First, since the enactment of Law Number 23 of 2014, the authority for marine management by the district government has been abolished and taken over by the provincial government. As a result, the district government can only receive reports from the community about conflicts between fishermen and no longer have the authority to manage the sea. On the positive side, it minimizes the abuse of power, but from the negative side, the community is getting further away from the district/city authorities who are supposed to handle conflicts between fishermen in their area. More deeply, the Provincial Government streamlines the formation and development of Community Supervisory Groups (Pokmaswas) as a form of cooperation in the supervision of marine and fishery resources by security forces and law enforcement as well as the community. Second, the law related to handling social conflicts is an effort to implement peace education because it is carried out in the context of dealing with conflicts without violence for the sake of harmony, unity, and peace by involving all parties involved in conflicts between fishermen. The conclusion is that the formation of Pokmaswas and laws and regulations are not sufficient for handling conflicts between fishermen, they need to be supported by district/city regional policies as owners of management places/areas for equitable distribution of welfare and justice. Local governments need to instill peace values as mandated in the National Law, Pancasila, and the Preamble to the 1945 Constitution in various peace education and training programs by focusing on anti-violance training.

This paper investigates the role of religion in developing human beings in the form of a Sufism-based education, one that is based on the pursuit for the perfect human. This investigation aimed to demonstrate that a human being is an "insan kamil," a person with seven levels of mental and moral development. Religion and spirituality play a critical role in maintaining mental and physical health according to recent studies. This study claims that natural perfection--which culminates in bodily rebirth, resurrection, and union with God--and the cultivation of one's soul are two forms of perfection pursued by humans. A person's free will determines the sort of existence that develops in the physical process between birth and death, and this is marked by the first stage of life. Sufis refer to people on this path of self-cultivation as "insan kamil" (flawless people). They are those on the route to God and a return to the real human condition. As a Muslim, you are considered "insan kamil" if you have understood that your inner essence is that of Allah. Such people are said to be a true human being, a manifestation of the attributes of Allah.

In the study, it was aimed to examine theses written on value education between 2009 and 2019 in terms of descriptive and methodological features. In this context, 475 theses, which were written between the relevant years and have access, were reached. Within the scope of the research, the criterion-sampling method was used while determining theses. The criteria in the study were that all the theses should be registered in National Thesis Centre database of the Higher Education Council, Turkey (YÖK), have access permissions, be written between 2009 and 2019, include the terms value, values, value education and their subjects should be education and training. A thesis review form was developed by the researcher. The theses examined with the help of this form were analyzed via descriptive content analysis technique and presented as pivot tables containing statistics such as frequency and percentage. As a result of the research, it was concluded that the theses consisted mostly of master theses, were written in public universities and mostly by female students, and almost all of them were in Turkish. It was determined that the increase rate of the written theses and dissertations gradually increased from the year 2013, and in 2009, the number of theses increased more than six times. When the universities where the theses were written were examined, it was concluded that well-established universities such as Gazi University, Necmettin Erbakan University and Atatürk University had more theses and dissertations than other universities. The written theses and dissertations were mostly carried out in the department of Turkish Education. As a method, it was determined that the most qualitative research method was adopted in the theses and dissertations, and mostly scanning patterns were used. As the data collection tool, it was concluded that document analysis and documents were preferred as the sample group and mainly statistical techniques, descriptive and content analysis were used in the analysis of the data.

Short stories have the advantage of teaching materials. Because of its short form, it is flexible to be used as teaching materials that do not take long to read. This study aims to describe the teachers' perception of the urgency of integrating tolerance education in the short story appreciation, the content of tolerance values in the short story appreciation learning instruments in high school, and the content of tolerance values in the short story appreciation teaching materials in textbooks. In order to achieve that, a descriptive qualitative method was employed in this study. The results are as follows: (1) All Indonesian teachers in senior high schools in Surakarta have the perception that the value of tolerance education is important to be integrated into learning, including in the short story appreciation learning. (2) The character of tolerance is always listed in the Syllabus document and the Core Competency component of the lesson plan. Apart from that component, the character of tolerance is implicitly included in the character of "caring" and "open to others' opinions" in 86% of the syllabus and lesson plans. (3) There are 9% of short story appreciation teaching materials that have tolerance education content. The potential for this tolerance content is found in a lot of teaching material topics in the form of learning activities and short stories.

The present research aims to compare the entrepreneurial intention of university students before and during the Covid-19 pandemic. For this purpose, some dimensions were analyzed, such as the availability of this target audience to undertake an activity at their own risk, the preference for a future while employed by others, their perception of the values that society places on entrepreneurship, and the entrepreneurial abilities/skillsets. A comparative study of a quantitative nature was used, associating two samples composed of students of higher education in Portugal, the data were obtained before and during the COVID-19 pandemic. The analysis of the results permits us to conclude: (1) in the circumstances of macroeconomic changes resulting from the COVID-19 pandemic, entrepreneurial activity does not decrease; (2) respondents are less interested in being employed by others and more attracted to being entrepreneurs; (3) there is a growing concordance with the values that society places on entrepreneurship; and (4) there is now a greater aptitude for entrepreneurial activity. The present research is original, as it compares data obtained in different contexts of economic and social stability. It contributes to theory and practice, in the sense that it points to conclusions in the opposite direction of other studies carried out in situations of disasters of another nature, and can serve as a reference for the development of strategies to promote entrepreneurship, within higher education institutions and official entities to publicize and promote new public policies.

The aim of this study is to assess the impact that the current status of the country and of the education system has on the identity and place attachment of the students attending the 2nd, 3rd, 4th and 5th grades of the elementary school, in the context of the meanings these students attribute to the concept of homeland via the metaphors they have created and the pictures they have drawn. The study was conducted on 27 male and 33 female students that attend the Yedidalga Elementary School in the Lefke District of Northern Cyprus. Metaphors and pictures were chosen as the tools to assess the students' perceptions of the concept of homeland, and for this reason, the students were asked to reflect their perceptions of the concept of homeland on the metaphors they create and on the pictures they draw. The data obtained were analyzed using the methods of descriptive analysis and document analysis. Students produced a total of 20 metaphors that were categorized into 4 themes about the concept of homeland, and produced pictures, in which they used blue color the most followed by green color. In conclusion, the results of the study suggest that the students' perceptions about the concept of homeland focus mostly on national values and loyalty, and that the elementary school students associated the concept of homeland predominantly with a sense of protection of national values. [The page range on the .pdf (85-98) is incorrect. The correct page range is 84-98.]

Individuals and societies continue and end their lives within the framework of values. One of the most important of these values is the concept of homeland. Homeland refers to the land, where the individuals were born and live in, a piece of which may also be owned by such individuals. The concept of homeland is always given utmost importance in the curricula. In this context, it is important to determine the perceptions of elementary and middle school students towards the concept of homeland in order for foreseeing the love they felt for, and the importance they attach to, the geography they live in. In this study, it is aimed to reveal what students understand from the concept of homeland through metaphors. Phenomenology pattern, one of the qualitative research patterns, was used in this research. The study group of the research comprises 580 students. "Convenience sampling" was used in sample selection. In this study, elementary and middle school students were given a form of incomplete sentences in the following format of "Homeland is like ............... Because ................." as a data collection tool, and then they were asked to write their opinions by filling the blanks. The results of the study revealed that the participants expressed a total of 59 metaphors in relation to the concept of homeland. Based on the metaphors developed by students for the concept of "homeland", 7 categories were created. These categories are; Administration, Vitality, Concrete Object, National Value, Security, Value, Social Environment. The results of the study indicate that particular attention should be paid to the synonyms of the word "Homeland". It would be useful to organize certain activities in order to create a sense of belonging and national awareness among the students.

This paper describes the results of a study that examined College of Business and College of Education students' conceptions of the term "Spiritual Capital." Participants (N = 56) consisted of students at a public Midwestern university in the United States. Results found that almost half of the participants considered spiritual capital to represent a concept related to spirituality. Participants also mentioned values, religion, economics, or broader society in their definitions, though other participants acknowledged their uncertainty regarding the term. Results of Chi-Square tests and Fisher's exact test indicated no significant relationship between participants' major and any of the coding categories used.

One of the most common concepts in the field of education in the 21st century is undoubtedly values education. In addition to the procedures related to values education in schools, the acquisitions and processes related to values education are constantly updated in each curriculum. In this process, history lesson curriculums have been one of the courses in which the procedures related to education of values have been started. As well as the explanations and information in the programs, how values education is handled in the lessons, teachers' studies and observations are also important. In this study, teachers' opinions were asked about the treatment of values education in history lessons. For this reason, a study was conducted with 30 history teachers using a semi-structured interview form in October-December 2019. In the findings obtained in the study; providing alternative activity examples instead of providing only definitions and knowledge in history curriculum and textbooks, processing case studies about Turkish culture in accordance with the level, ensuring accessibility of materials in schools and providing materials free of charge, conducting activities that can prevent peer bullying, activities and operations on women's rights attention was drawn to issues such as increasing the cooperation between teacher-family and students.

The teaching and learning in Indonesian elementary schools focus both on students' concept mastery and character development. Teachers are encouraged to implement a learning model that integrates character values and yet promote learning interest. This study was aimed at investigating the mathematics learning interest of grade three elementary school students through the integration of thematic learning with character education, referred to as the character-integrated thematic learning model. Using a quasi-experimental pretest-posttest control group design, this study involved 70 students and employed a questionnaire to obtain data, which were analyzed using descriptive and inferential statistical techniques. Descriptively, the average scores of students' learning interest before and after the implementation of the character-integrated thematic learning model are respectively 117.54 and 140.69 with the gain index of 0.44 in the fair category. While score obtained for thematic learning model are 116.11 and 120.23 with the gain index of 0.07 in the low category. The results of the statistical inference analysis using the independent sample t-test were obtained t-count of 4.98 > t-table of 1,667. This indicates that there has been a significant increase in students' learning interest scores with the implementation of character-integrated thematic learning model. Thus, this learning model can be applied to pay attention to the development of student's character which has an impact on increasing student's learning interest.

To promote social consciousness and a sense of responsibility, educational proposals organised around the principles of technology-enhanced project-based language learning (Dooly & Sadler, 2016) should engage students in a process of reflecting upon and responding to crucial social issues. Thus, in this paper we will present a project carried out by two groups of primary education students who launched a solidarity campaign to collect money for four Syrian children living in a refugee camp in Greece. The project was implemented in a cross-disciplinary Arts and Crafts class taught through English and resulted in significant outputs in English (those addressed to the Syrian children) and in Catalan (those targeted at the local community). First, we outline the student-led project and then we analyse some fragments of student plurilingual practices during the project development that demonstrate their learning gains. Our findings reveal that our meaningful contextualised cross-disciplinary project favoured the natural integration of multiple skills, competences, and field knowledge form various disciplines while promoting a sense of social consciousness and empathy. First, it enabled children to put their plurilingual competence into play and take decisions regarding language choices to meet particular communicative objectives. Second, it contributed to the acquisition of 21st century knowledge, competence, and skills, while helping the learners gain social values. Third, it engaged learners in processes of problem solving, decision making and creative thinking that lead to the development of entrepreneurial competencies. To conclude we argue that when young learners are given responsibilities and opportunities to take up socially relevant challenges learning becomes meaningful for them and those around them.

In this article, we aim to extend the existing literature on the theory of transformational school leadership through a neo-Daoist lens. Focussing on the writings of the third-century Chinese philosopher Wang Bi, we make three arguments. First, his ideas promote a transformational leader who effects change through ziran (spontaneity or natural actions). Second, such leaders inspire all of their staff to work towards a communitarian vision by exercising situational judgement and wuming (namelessness). Third, Wang's philosophy has the potential to address a major criticism concerning the abuse of power in transformational leadership. A neo-Daoist leader does not seek to push for changes in an autocratic, divisive, and hurried manner. Instead, such a leader draws strength from contemplative practice and contextual sensitivity to foster harmonious relationships.

Globalisation has brought about great social and economic impact, as well as great challenges. Major developments have taken place in the mobility of capital and, to a lesser extent, of goods; not so in the mobility of people seeking asylum due to persecution and war. This article approaches the phenomenon of migration, particularly of refugees, as learning content for early childhood. The research is presented from a qualitative approach based on the results of a project on this topic implemented in a rural school in Spain. The results of the data analysis reveal that children attribute external reasons, of survival, to the refugees' forced departure from their country of origin. The children's imaginary reproduces the social construction of adults on the status and situation of refugees, and they also show a critical attitude towards the violation of human rights and the abuse of fellow children. Finally, respect, cultural empathy and social commitment in the face of injustice are presented as fundamental values for education in global citizenship from the earliest stages of schooling.

The aim of this project was to develop an 8-week values education program and evaluate how well it raises preservice teachers' awareness of values education. This was an experimental and qualitative study conducted in April - May 2019 in eight 70-minute lectures at the Faculty of Education of Manisa Celal Bayar University. An 8-week values education program was developed, then, its effectiveness was evaluated using an experimental pretest-posttest control group design. The sample consisted of 47 students (35 females, 12 males) randomly assigned to two groups: Data were collected using a demographic characteristics form and the Schwartz Value Survey, which consists of 56 values. The values education program was based on eight values derived from the Schwartz Value Survey. A qualitative research method was also used. Data were collected through semi-structured interviews conducted by the researchers. Research results showed that The Values Teaching Educational Program-developed by researchers- had a positive effect on values such as responsibility, social justice, modesty, open-mindedness, protecting environment, honesty, and helpfulness. But it was not found statistically significant difference between control group and experimental group over "successful" value. The qualitative results also show that the values education program met participants' expectations and improved their perceptions and awareness of values and their motivation to put them in practice. Lastly, the values education program helped the experimental participants develop positive views of the program itself and its content, material, activities, duration and the group leader.

This conceptual article examines the "ukama" ethic concerning the COVID-19 pandemic-induced 'new normal' in African higher education. In so doing, we endeavor to appropriate "ukama" which is a communally oriented value system to militate against socially isolated individualism in Remote Learning and an Ethic of Care that combats social prejudices occasioned by the COVID-19 pandemic in African higher education. Our central argument is that "Ukama" ethic is contextually appropriate in the COVID-19 pandemic-induced 'new normal in African higher education. This article does two important things. Firstly, in light of the demands for local thought traditions in African higher education, it advances the social values of relatedness that constitute "Ukama" ethic to normatively underline the Remote Learning and Ethics of Care. In this regard, a question that is important to us is; if not now in the 'new normal, then when can local thought traditions be fully incorporated into African higher education? Secondly, in the attempt to appropriate local thought traditions into African higher education, the article offers a critical reflection of "Ukama." Despite its limitations, we conclude that the "Ukama" ethic is important in the COVID-19 pandemic induced 'new normal' in African higher education.

This study aims to determine the impact of the traditional practice of "sesan" on the indigenous people of Lampung "Pepadun" Negara Aji Baru Lampung, which is intended to inculcate social values in "sharia" or Islamic law. A qualitative research design was used to guide the research. The main data sources came from interviews conducted with "Penyimbang Adat" ("Penyimbang" custom), religious leaders, and the indigenous people of Lampung "Pepadun" Bumi Aji. The research findings reveal that the traditional practice of "sesan" is a form of local wisdom of the indigenous people of Lampung "Pepadun," which must be implemented in the marriage contract. Social values in "sharia" provide an understanding of the position of "sesan" property in marriage seen from the wisdom and benefits it obtains. "Sesan" treasure aims to glorify a wife like a queen in a household who needs various household facilities. This is intended to reduce the fear of getting married because they do not have the facilities for their household needs. "Sesan" property is not allowed if in practice it conflicts with social values in the Lampung "Pepadun" custom which places the male party as an object imposed by self-interest, not based on mutual help. The novelty of this study states that the theoretical concepts used have succeeded in finding the understanding gaps that occur in the indigenous people of Lampung "Pepadun." The findings also reveal that the inculcation of social values is through mutual cooperation between relatives or because of the services provided by relatives in customary community marriages. It should be understood that the "sesan" custom in marriage is intended to be the basic capital in fostering a household. The traditional practice of "sesan" which raises property issues in indigenous peoples is expected to contribute to the cultivation of Islamic law and social values and local wisdom and become a source of knowledge as a form of self-actualization and alternative moral education.

Critical thinking and argumentation skills are crucial for developing responsible citizens and active participants in society. Indeed, reasoning and argumentation are known to be exercised differently in distinctive cultures. Historical, cultural and institutional contexts shape the way people in a society think, communicate and act. In this regard, the predominant Western assumption that reasoning should be detachable from emotion may not necessarily be accurate within the Thai cultural context. This paper highlights how different cultural assumptions were displayed in dialogical argumentation in English for fourteen, first-year undergraduates of the English Programme at a Thai university. The analysis of the argumentation data indicated that some participants presented their claims close to the end of their argumentative turns. In addition, personal experience was regularly employed as an argumentative strategy. Interestingly, there was also an absence of claims in some argumentative turns. The aforementioned findings and the themes derived from an analysis of the semi-structured interview data reflect some specific characteristics of Thai culture and values. They include indirectness and a desire for harmony, a subjectivity in argumentation and modesty.

The objective of this study is to evaluate the impact of picture books with values content on the value acquisition of children. The participants of this quasi-experimental study were comprised of 20 preschoolers and a preschool teacher. As the data collection tool, the "Value Checklist" was used for the selection of the books, the "The Scale for Preschool Social Values Acquisition" and "Values Rubric" were used in determining the social value acquisition of children. According to the research results, it was determined that the sessions based on picture books with values-content influenced the social value acquisition of children in a positive way. Accordingly, it is considered important to prefer quality picture books for the practical activities on value acquisition of small children.

Citizenship education has been recognised as a desirable attribute of students both by the educational system and Sultan Qaboos University in Oman. The aims of citizenship education will be difficult to achieve unless teacher educators incorporate citizenship education as a main outcome of their courses. Yet, that mainly depends on their understanding of the meaning of citizenship and what the component is that they ought to develop. The current article aims to analyse the perceptions of teacher educators about citizenship and their related teaching practices. Study adopted a qualitative method to collect the data by interviewing five teacher educators from college of education, Sultan Qaboos University. The findings showed that those educators associated citizenship with patriotism and a personally responsible vision of citizenship. In addition, they reported limited practices pertinent to citizenship education and clearly expressed their need for professional development in citizenship education.

Local literacy could be defined as a process of gaining skills for the recognition of local assets, historical sites, places and literary works, which are important for countries in a national and spiritual sense (historical, cultural, touristic, economic, etc.) in the areas where citizens live, being aware of the basic characteristics of the local habitat, and when necessary, reporting the gained knowledge and skills to other people through presentations appropriately prepared (Güven, 2019). This conceptual article discusses opinions and suggestions about the introduction of local literacy skills, which are considered very necessary and profitable for local governments, education and training institutions. It also discusses the contributions provided with the gain of local literacy skills to local governments. The article presents ways in which students can be supported to learn about and adopt the material and spiritual items with a certain value, the individuals and institutions that provide community benefits, sites, natural resources, and the richness around them. Local governments are also provided with some considerations and suggestions about local literacy, which is considered necessary for local governments, and their contributions to local governments as an incentive to invest. [This paper was presented as a research paper at the International Congress on Organisational Management (2020).]

With its causes and consequences, migration is one of the important problem areas with its social, economic, political, and educational dimensions. The phenomenon of immigration in today's world and the social integration and adaptation of 3.5 million refugees in Turkey puts a great responsibility on education and educational organizations. It is necessary to determine the reflections of the immigration phenomenon in the field of education and management and to suggest solutions and practices. In this direction, the main purpose of the study is to reveal and discuss the current situation based on the opinions of teachers and administrators on intercultural education. This descriptive research has been designed with descriptive research model within the framework of the qualitative research approach. The participants of the study are administrators and teachers who worked in different branches in Çanakkale in the 2019-2020 academic year and have refugee students in their school. A semi-structured interview form was used as data collection tool. Descriptive analysis technique was used in the analysis of the obtained data. According to the findings of the research, it is observed that school administrators and teachers define intercultural education competence as having cultural knowledge, respect for differences, universality, education planning, competency, and social adaptation. School administrators and teachers think that the classroom teachers of refugee students should have the qualities of recognizing cultures, respecting universal values, caring about human rights, empathy and communicating; It is determined that they used the concepts of communication and social adaptation in their professional experiences.

The objectives of this research were: (1) to study the results of integration of Buddhist doctrines to promote and develop the core value of the primary school students before and after participating in the activities for cultivating the core value; and (2) to compare the levels of the core value of the students at Wat Sukantharam School in Talo Sub-district, Wang Noi District, Phra Nakhon Si Ayutthaya Province, Thailand, classified by the samples' personal factors (gender, family status and parental occupation). This study is Quasi Experimental Research carried out with 32 students in the mentioned school based on Purposive Sampling. The tools used in data collection were the questionnaire and in-depth interview form. The statistics used in quantitative data analysis included: Mean, Standard Deviation, t-test and f-test while that of qualitative research obtained from the key informants: school administrators, teachers and student parents is analyzed and synthesized based on descriptive analysis. The research results reveal that: (1) the levels of the core values of the students before ([x-bar]= 4.55, S.D.= 0.210) and after activity participation ([x-bar]= 2.21, S.D.= 0.581) were statistically different with the significance level of 0.05; and (2) the comparative results of the levels of core value of the students suggest that the students with differences in studied personal factors (gender, family status and parental occupations) have indifferent core values both in overall and aspect perspectives with the statistical significance level of 0.05. The research results suggests that Thai educational institutions should set a policy to promote inclusive participation of all sectors such as family institutions (parents), temples (religion), schools (educational personnel) or government agencies responsible for the service area take part in the development of student core values through systems and mechanisms that can conduct a systematic measurement and evaluation.