VALUE EDUCATION AS CATALYST FOR PRE-SERVICE TEACHERS' MORAL AND SOCIAL RESPONSIBILITY IN NORTHERN NIGERIA: A THEORETICAL AND EMPIRICAL INQUIRY

Abstract

This study examined the transformative potential of value education in shaping 
moral development and fostering social responsibility among pre-service teachers 
in Colleges of Education in Katsina State, Nigeria. Grounded in Kohlberg's theory 
of moral development and Rokeach's value theory, the research adopted a 
descriptive survey research design. A sample of 342 National Certificate in 
Education (NCE) II Social Studies students was selected using a multistage 
sampling procedure incorporating purposive, proportionate, and simple random 
sampling techniques. Data were collected using the Value Education Mental 
Health, Sexual and Technology Addiction Questionnaire (VEMSTA) and 
analyzed using descriptive statistics and one-sample t-tests. Findings revealed 
that value education significantly enhances moral reasoning, ethical decision
making, and social responsibility among students. The study concluded that 
integrating value education into teacher preparation programs is essential for 
producing morally upright and socially conscious educators capable of modeling 
positive values for future generations. Recommendations include curriculum 
reform, enhanced teacher training in values pedagogy, and collaborative efforts 
among stakeholders to reinforce value education in Nigerian tertiary institutions.