الدور العماني في تعزيز الأخلاق بين التنظير والتطبيق

الدورُ العُماني في تعزيز الأخلاق بين التنظير والتطبيق

The Malaysia Education Blueprint 2013 - 2025 explicitly frames education as producing well-rounded citizens who internalise values and emphasise spiritual and moral development alongside academic outcomes. Values education is a stated aim of curriculum reform (Prime Minister's Office of Malaysia، 2013). Scholarly reviews of the Blueprint note a specific policy emphasis on strengthening values education so students internalise ethical and spiritual qualities. However، at the tertiary level، the Blueprint and related policy documents tend to stress competencies، employability، and higher-order skills، while moral and spiritual aims are generally treated as part of broader holistic development rather than as an explicit "spirituality-first" higher-education policy (James، Talin، & Singh، 2022).

In short، most of the explicit language about spirituality and values appears in school and basic education policy statements and philosophies. Tertiary policy documents more often emphasise employability، quality assurance، research capacity، and internationalisation، with values included as part of graduate attributes rather than as a separate spiritual curriculum (Government of Malaysia، 2013; Tan، 2017). In certain higher learning institutions، IIUM for instance، the Programme Learning Outcomes for all academic programmes specify that at the end of the programme، students are able to lead balanced and harmonious life، crafted on values-based، holistic and integrated education for sustainable development.

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