A Teachers’ Perspectives on the Cultivation of Moral Values among Twenty-First Century College Students

Abstract

The purpose of this study was to explore teachers’ perspectives on the need to cultivate moral value among college students, their lived experiences in doing so, and the challenges faced by them in the context of twenty-first-century students. For this, researchers on the basis of availability and purposive sampling technique recruited four male Islamic Studies college teachers in Lahore. In-depth and detailed interviews were conducted, resulting in the collection of
rich data, which was then analyzed using phenomenological methods in order to develop patterns and themes and extract the essence of all the lived experiences, which developed our understanding of the perspectives of teachers regarding the core phenomenon. The analysis revealed that the interviewed college teachers’ saw an immense need to cultivate moral values, especially among college boys, being more reluctant to ethical development due to social media challenges of this century. Moreover, teachers’ lived experience enlisted three major moral values to be inculcated for developing distinctive moral character, that is, truthfulness, respect, and modesty (Hayah). However, this study highlighted the need for combining teachers’ own moral values, parents’
awareness, and students’ willingness for effective nurturing of moral character.