Sustaining Character Education in Digital Schooling: Teachers’ Strategies for Embedding Moral Values in Online Learning Environments

Abstract

Purpose: This study examines how teachers sustain character education within digital schooling environments by identifying the strategies they employ to embed moral values during online learning. The shift to remote instruction has raised concerns about weakened social interaction, reduced behavioral supervision, and limited opportunities for value internalization. Therefore, the study seeks to clarify how teachers negotiate these challenges while maintaining the continuity of character formation.

Method: A qualitative design was adopted to capture the lived experiences of teachers and students during online religious education classes. Data were collected through in-depth interviews, digital classroom observations, and documentation of instructional materials. The analysis followed an iterative coding process that enabled the identification of patterns in pedagogical practices, teacher–student interactions, and value-oriented behaviors emerging in virtual classrooms.

Findings: The study reveals that teachers rely on a combination of explicit instruction, routine-based digital rituals, and personalized communication to cultivate character in online settings. Values such as honesty, responsibility, discipline, and religious commitment were reinforced through structured check-ins, reflective tasks, and consistent modeling of moral behavior. Despite limited physical presence, teachers managed to construct a moral atmosphere by leveraging relational cues, technology-mediated reminders, and culturally grounded mentorship. However, challenges such as uneven digital access and reduced behavioral monitoring remained persistent.

Significance: The findings contribute to the growing discourse on character education in technology-mediated instruction by demonstrating how educators can sustain moral development even when conventional classroom structures are disrupted. The study offers practical insights for designing value-oriented digital pedagogy and expands theoretical understanding of character formation within emerging models of online schooling.