A Critical Review of Global Moral Education Curriculum Frameworks: Identifying Gaps and Limitations
عالمی اخلاقی تعلیمی نصاب کے فریم ورک کا تنقیدی جائزہ: خلا اور حدود کی نشاندہی
Abstract
This study offers a critical analysis of moral education curriculum frameworks from diverse global contexts, including UNESCO, OECD, and selected national systems such as those in the UK, Japan, Malaysia, Pakistan, and Norway. Employing qualitative document analysis, the research examines philosophical foundations, pedagogical strategies, and structural coherence within these frameworks. It identifies significant gaps and challenges, including over-politicization, cultural non-universality, superficial treatment of moral values, and inadequate stakeholder involvement. Methodological issues such as inconsistent assessment tools and insufficient teacher training further undermine the effectiveness of moral education programs.
The study highlights ethical tensions arising from pluralistic societies where conflicting value systems—religious, secular, individualistic, and collectivist, intersect. While recognizing the strengths of existing models in fostering civic responsibility and ethical awareness, the analysis underscores the need for a more inclusive, context-sensitive, and philosophically grounded approach to moral education.
The findings suggest a pathway toward developing a universal yet adaptable moral education framework that integrates diverse ethical traditions while promoting critical moral reasoning, participatory pedagogy, and holistic learning outcomes. Such a framework would better equip educational systems to address contemporary moral crises, foster global citizenship, and cultivate ethical agents capable of navigating complex socio-cultural landscapes. This article thus provides foundational insights for policymakers, educators, and curriculum developers seeking to enhance the relevance, depth, and coherence of moral education in an interconnected world.
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