The role of character education: exploring how 7–8-year-old children engage with virtues in two primary school contexts

Yafai, Rianna (2025). The role of character education: exploring how 7–8-year-old children engage with virtues in two primary school contexts. University of Birmingham. Ph.D.

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Abstract

A lack of consensus about what exactly is meant by ‘character’ and what ‘virtues’ should be taught has deterred the success of character education being implemented effectively in pluralistic and multicultural societies. Similarly, the weight of bureaucratic and curricular burdens – along with a strict educational focus on academic attainment, performance, and qualifications – often makes it difficult for schools to make space in the timetable and provide opportunities for children to cultivate a sense of moral direction. In this thesis, I explore the extent to which virtue literacy – specifically focusing on six moral virtues (honesty, kindness, gratitude, humility, loyalty, and courage) – can be taught. In particular, the empirical component of this research project focusses on two contrasting primary schools in Birmingham, England: a virtue-focused school that has an established virtue ethos and another primary school that does not. This study adopts a qualitative approach using rich, descriptive methods to explore how children understand, perceive, conceptualise, reason about, and reflect on moral virtues. By designing and implementing an explicit and structured virtue-focused intervention, the study responds to a gap within the character education research: the use of age-appropriate approaches that align with children’s developmental needs. In this way, the study attempts to bridge the gap between theory and practice by exploring new pedagogical methods that support children’s understanding and application of virtues in ways that are both meaningful and accessible. Although the findings emphasise the importance of explicitly teaching moral education to help children cognitively develop certain virtues, the findings also point to the pedagogical pitfalls inherent in developing children’s understanding of more abstract virtues.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):