| The development of morality has been considered as one of the major components of education.It is crucial question that how to enhance the moral competence of youngsters in contemporary world.In this regard,many thinkers,intellectuals,and psychologists believe that the nature of communities and cultures is within a set of values.According to the concept of Kohlberg the child is moralised by school education,society,and culture.Moral integrity includes concentrating on performing good actions and being able to assess moral issues critically,accurately and at an advanced stage of development.Cultivating ethical expertise and competencies promotes youth to establish a sense of social responsibility and ethical values.In recent years,educators and psychologists have a growing interest in the discipline of moral development of college and university students.The mission of the universities and colleges is to promote the development of values and moral standards as a significant educational goal.Psychologists asserted that moral dilemma is a technique that enhances the moral decision making of young children and they need to get the experience of ethical dilemmas.Moral dilemma is a situation where a moral conflict is created and participants are forced to choose two or more options.Participants have moral reasons to select or not to select each action.German psychologist George Lind formed a theory named dual aspect theory of moral development.According to him,the theory based on two elements cognitive and affective,which are intertwined but distinct facets of ethical behavior.The present study focuses to investigate the ethical competence of undergraduate students in China and Pakistan by using Moral Competence Test.The study explores the implications of education in regard of Islamic and Communist universities on moral development of undergraduate students,specifically,in respect of moral judgement competence.The first purpose of the research was to compare the variations in ethical competence of Chinese and Pakistani students on cultural,ideological,discipline and gender basis.Moreover,it is also assessed that how their intensity of belief affected their moral decisions? The second purpose of the study is to partially examine the curriculum of moral education in China and Pakistan.In the light of the purpose of the study few objectives were formulated such as;(i)to investigate the moral perceptions of the Pakistani and Chinese undergraduate students,(ii)to identify the impact of ideology on the moral judgement competence of undergraduate students,(iii)to classify the range of variation of value formation in the context of culture,disciplinary and gender perspectives,(iv)to examine the curriculum based programs for developing the moral values in progressive and integrated perspective,(v)to develop a model in form of suggestions for formation of integrated personality of prospective undergraduate in Chinese and Pakistani culture scenario.The present study adopted mixed method research design to attain the objectives of the study.For quantitative approach,three questionnaires were used to collect data from undergraduate students and their concerned teachers of Shanghai University,China and International Islamic University Islamabad,Pakistan.Researcher used three questionnaires;the first questionnaire named “Moral Competence Test(MCT)“developed by German Psychologist Georg Lind was adopted.The other two instruments named Strength of Believe in Ideology Questionnaire(SOBIIQ)and questionnaire for teachers were developed by researcher.SOBIIQ compared the relationship between ideology and moral judgement competence of students,which depicts the intensity or strength of believe in ideology,while the questionnaire developed for teachers compare the views of teachers regarding moral education.Cluster and random sampling techniques were used to collect data.The population size was 1701 students(IIUI=981,SHU=720)for quantitative analysis.1200 students from three faculties of social sciences,management sciences,and applied and basic sciences were selected,whereas 300 teachers were sampled.The data collected through descriptive surveys were analysed by Social Science Statistical Package(SPSS).ANOVA,U test,correlation,and independent t-test were applied to analyse data.For qualitative data,thirty teachers were selected from China and Pakistan collectively.Fifteen teachers of Islamic Studies department from IIUI,Pakistan and Fifteen teachers of English as a Foreign Language department from SHU were selected randomly.Classroom observations and interviews were conducted.Furthermore,the EFL and Islamic Studies textbooks were analysed to examine the effectiveness of the material.The findings of the quantitative analysis revealed that Chinese and Pakistani students achieved low C scores in MCT but Chinese students were found comparatively much better than Pakistani students.The result also disclosed that there were no significant variances found in ethical competence among social sciences,management sciences,and basic sciences faculties’ students.Further,no difference was found between male and female moral judgement competence.It was also disclosed that students showed low C scores due to the influence of particular ideology or the belief system.MCT did not only measure the moral judgement competence but it also analyse the moral preference stages of ethical reasoning of the participants.For this purpose independent t-test were performed.The analysis revealed that Chinese students achieved higher mean score at post conventional level(stage 5 and 6).Chinese students also received higher mean score at stage 4 as compare to Pakistani students.Pakistani students got higher mean score only at stage 1 and 2 named pre-conventional level.Strength of believe in ideology questionnaire was also administered to measure the influence of intensity of ideology or particular belief on moral decision making.Almost 50 percent participants were found at moderate level,22 percent at lower level and only 26 percent at higher level.Therefore,the study revealed that the major reason behind the lower C scores was the impact of ideology that both countries have.The third questionnaire was developed to collect the responses of teachers from Shanghai University and International Islamic University,Islamabad,the findings of the views of teachers regarding moral education exhibited that teachers were having similar opinion about the conception of moral education in Pakistan and China.They also used similar methods in the classroom to teach morality.There was not significant difference figured out between the Chinese and Pakistani teachers’ perceptions regarding moral education neither between the methods they used in the classroom.It is also discovered that they never look up any relevant theory,model,or research in preparing lesson plans and delivering lecture.The analysis of the observations and interviews found that teachers of both countries used outdated methods to teach morality and they also found confused in describing the aim of moral education.Male teachers depicted that moral education means to make the students responsible citizen of the state whereas;female teachers described morality as the sense of care and empathy for others.Classroom discussion was promoted by Chinese teachers as compare to Pakistan where authoritative teaching environment was found.Chinese teachers were friendly and promoting classroom discussion during their lectures.Chinese classroom were fully equipped with multimedia and modern technology.The findings of the textbook analysis showed that EFL textbook was having relevant and effective material to promote ethical values in the students.The activities and material used in EFL textbook was appropriate according to the level of pupils.The material was found constructive as it enhances the critical analysis and problem-solving approach in the students.There were numerous brainstorming questions and activities integrated with the textbook of EFL.In contrast,Islamic Studies textbooks were found less effective in context of analytical material.Gender discrimination was also observed in the textbook.The vocabulary was tough for the second language speaker.The positive aspect of the textbook was the ‘vision’ that Islam encourages reasoning.Moreover,it shed light on another important aspect of Islam which is the motive behind any action;this side of Islam is usually neglected and interpreted falsely.Overall,the findings of the study has contributed in understanding the influence of a certain university on the moral competence of students,and potentially propitious for undergraduate students,teachers and administrative bodies of SHU and IIUI. |
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