Identifying the components and dimensions of students' moral competencies

Abstract

The aim of this study is to identify the components and dimensions of students' moral competences with an emphasis on causal, contextual, and intervention factors and their consequences. This study was conducted with a qualitative approach and using a structured data-based qualitative content analysis method. Data were collected through semi-structured interviews with 21 experts in the fields of education, moral education, and educational psychology. Data analysis was conducted in three stages of open, axial, and selective coding. Also, for greater richness, the meta-synthesis technique was used to review theoretical texts and previous research, and the validity and reliability of the findings were ensured using qualitative indicators such as confirmability, transferability, and test-retest. The research findings showed that students' moral competence consists of six main themes including values and attitudes, social skills, educational strategies, teachers' status, media literacy, and challenge recognition. Also, four categories of causal, contextual, interventional, and consequential factors were identified, each of which plays an effective role in promoting these competencies. The results indicate that moral competence is a multidimensional phenomenon and depends on the interaction between educational institutions, family, media, and society. According to the findings of this study, designing integrated educational policies, empowering teachers, involving parents, and reviewing curriculum content can pave the way for promoting students' moral competencies. Also, taking advantage of experiential learning opportunities, increasing media literacy, and creating institutional coordination are essential for achieving the goals of moral education.