The effect of moral education on students at a selected secondary school in Durban

Abstract

Like other regions, there is a problem with reckless behaviour among pupils in several of Africa's largest cities. Young people's lack of maturity frequently results in a variety of issues, such as exhibitionism, drunkenness, drug addiction, anxiety, and cognitive impairments. This study explored the prospects and difficulties of integrating moral education into the LO curriculum in South Africa. The difficulties parents experience in raising their children are highlighted by the difficulties that arise at home. These difficulties are made worse by the incongruity of the surroundings in which children must overcome moral and socioeconomic obstacles, whether it be at home, in their neighbourhood, or at school. Bechet High school students frequently exhibit distress, which may be brought on by bullying. With an emphasis on the eThekwini Municipality, this study explores how Moral Education (ME) is included into the Life Orientation (LO) curriculum in South African public schools. This study intends to explore the experiences of instructors and students regarding the teaching and learning of ME, as well as the influence on students' moral behaviour at home, in school, and in the community, considering growing concerns about the crime rates among LO-taught learners. To stop future criminality, it is imperative that we foster moral behaviour and good citizenship in young people, given the rising incidence of crime. This study looks at the opportunities and difficulties of incorporating ME and religion according to learners’ best belief into the LO curriculum to find ways to improve moral behaviour in students. Using techniques for qualitative research. This study looks at the opportunities and difficulties of incorporating ME into the LO curriculum to find ways to improve moral behaviour in students. By utilizing qualitative research techniques such as observations and interviews, the study investigates the dynamics of moral instruction inside high schools. This study emphasizes the vital role moral education plays in forming the attitudes, actions, and general growth of secondary school pupils in Durban, South Africa. Through the utilization of a qualitative method approach and the application of recognized theoretical frameworks, including the drawing prompt of the respondents social learning theory based the fulfilment of moral growth, the study provides insightful information about the effects of moral education programs in this setting. The results show that interventions in moral education improve students' prosocial conduct, moral reasoning, empathy, and academic achievement. Notwithstanding these beneficial results, the study also notes that putting moral education programs into practice might be difficult due to a lack of funding, curriculum restrictions, and cultural differences. These difficulties highlight the necessity of stakeholders, legislators, and educators working together to incorporate moral Education as a specific learning subject that entails the teaching and learning about the respect of oneself, others, and the public properties.