Perceptions of University Lecturers and Students Regarding the Manifestation of Life Values among Pedagogical Students from Vietnam

Abstract

In the dynamic landscape of education, the exploration of life values has emerged as a cornerstone of personal and societal development. This study delves into the shared perceptions of life values between university lecturers and pedagogical students in Vietnam. It seeks to understand the depth of their agreement and the potential ramifications for pedagogical practices. Additionally, this research investigates the multifaceted manifestations of life values among pedagogical students, as perceived by both students and lecturers. A questionnaire was meticulously designed, featuring two vital components: (1) the conceptual awareness of “life value”, and (2) manifestations of life values of pedagogical students. A diverse array of participants, consisting of 816 pedagogical students and 98 lecturers from prominent institutions, was involved in the survey. The collected data underwent rigorous mathematical and statistical analysis. Descriptive and inferential statistical methods were employed, unveiling compelling insights. The perceptions of life values among participants underscored their significance. Both students (86.0%) and lecturers (78.6%) held the perspective that life values encompassed meaningful and beneficial elements. Furthermore, their convergence on the importance of life values in guiding various life aspects is evident. Regarding the manifestations of life values among pedagogical students, nuanced perspectives emerged. Students displayed attributes such as self-care, positive attitudes, willingness to help, and emotional control. While this study offers valuable insights, limitations such as sample specificity and self-reported data bias should be acknowledged. Nevertheless, it lays the foundation for understanding the role of life values in education and informs potential interventions to enrich the educational journey for students and educators alike.

Received: 27 October 2023 / Accepted: 23 February 2024 / Published: 5 March 2024