{"id":{"repo_id":"middlesex","oai_identifier":"oai:repository.mdx.ac.uk:368q67"},"canonical_url":"https://search.dev.ndltd.org/etd/middlesex/oai:repository.mdx.ac.uk:368q67","repository":{"repo_id":"middlesex","name":"Middlesex University","base_url":"https://repository.mdx.ac.uk/oai2"},"display":{"title":"Perceptions on developing and implementing a role modelling character education programme in Saudi Arabia","abstract":"Role models have been used since ancient times to develop character through fictional and historical stories, but only recently have the effects of such interventions been studied. Research has shown the emotions elicited when exposed to moral exemplars can trigger the motivation to progress morally. Aristotle advocated the teaching of virtues to children at a young age through habituation, which would gradually develop into phronesis-guided virtuosity. He considered what is now referred to as ‘role modelling’ as having a significant influence on children through the emotion of emulation (zēlos). Based on this, the following project uses a mixed-method design to examine how a virtue-led role modelling programme could be used in the Kingdom of Saudi Arabia by answering the following research questions: 1) How could an effective role modelling character education programme be developed in that country? 2) How could a role modelling character education be feasibly implemented there? The first stage involved conducting a role modelling intervention to teach school-appropriate virtues to students in a school setting in The Kingdom. The virtues were presented through role models with each model presented in a lesson divided into three sections Inspire–Action–Reflect. A qualitative + quantitative research design was used to examine the intervention’s efficacy and the school’s character education background. The results then led to a qualitative study exploring how virtues, role modelling and character education in general are currently being taught in schools in Saudi Arabia; also, how it could be developed further, and what the enablers and barriers might be in feasibly implementing the programme in relation to the educational culture and policy environment. Overall, the study has shown there is potential for developing and implementing a role modelling character education programme in the Region, provided certain factors are taken into consideration and used to increase such a programme’s efficacy.","abstract_html":"Role models have been used since ancient times to develop character through fictional and historical stories, but only recently have the effects of such interventions been studied. Research has shown the emotions elicited when exposed to moral exemplars can trigger the motivation to progress morally. Aristotle advocated the teaching of virtues to children at a young age through habituation, which would gradually develop into phronesis-guided virtuosity. He considered what is now referred to as ‘role modelling’ as having a significant influence on children through the emotion of emulation (zēlos). Based on this, the following project uses a mixed-method design to examine how a virtue-led role modelling programme could be used in the Kingdom of Saudi Arabia by answering the following research questions: 1) How could an effective role modelling character education programme be developed in that country? 2) How could a role modelling character education be feasibly implemented there? The first stage involved conducting a role modelling intervention to teach school-appropriate virtues to students in a school setting in The Kingdom. The virtues were presented through role models with each model presented in a lesson divided into three sections Inspire–Action–Reflect. A qualitative + quantitative research design was used to examine the intervention’s efficacy and the school’s character education background. The results then led to a qualitative study exploring how virtues, role modelling and character education in general are currently being taught in schools in Saudi Arabia; also, how it could be developed further, and what the enablers and barriers might be in feasibly implementing the programme in relation to the educational culture and policy environment. Overall, the study has shown there is potential for developing and implementing a role modelling character education programme in the Region, provided certain factors are taken into consideration and used to increase such a programme’s efficacy.","abstract_has_math":false,"creators":["Osman, Y."],"institution":"University of Birmingham","degree_name":"PhD","degree_level":"PhD thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021","date_published":"2021","updated_at":"2026-07-24T03:03:11Z","subjects":["moral education","character education","role models"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:repository.mdx.ac.uk:368q67"],"render_values":[{"text":"oai:repository.mdx.ac.uk:368q67","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Osman, Y."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021"]},{"key":"dc:date.issued","label":"Date","values":["2021"]},{"key":"dc:publisher","label":"Institution","values":["University of Birmingham"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Education and Social Justice"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Birmingham"]},{"key":"dc:relation","label":"Dc Relation","values":["https://repository.mdx.ac.uk/item/368q67"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://repository.mdx.ac.uk/item/368q67"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or dissertation"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["PhD thesis"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["moral education","character education","role models"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:repository.mdx.ac.uk:368q67"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Role models have been used since ancient times to develop character through fictional and historical stories, but only recently have the effects of such interventions been studied. Research has shown the emotions elicited when exposed to moral exemplars can trigger the motivation to progress morally. Aristotle advocated the teaching of virtues to children at a young age through habituation, which would gradually develop into phronesis-guided virtuosity. He considered what is now referred to as ‘role modelling’ as having a significant influence on children through the emotion of emulation (zēlos). Based on this, the following project uses a mixed-method design to examine how a virtue-led role modelling programme could be used in the Kingdom of Saudi Arabia by answering the following research questions: 1) How could an effective role modelling character education programme be developed in that country? 2) How could a role modelling character education be feasibly implemented there? The first stage involved conducting a role modelling intervention to teach school-appropriate virtues to students in a school setting in The Kingdom. The virtues were presented through role models with each model presented in a lesson divided into three sections Inspire–Action–Reflect. A qualitative + quantitative research design was used to examine the intervention’s efficacy and the school’s character education background. The results then led to a qualitative study exploring how virtues, role modelling and character education in general are currently being taught in schools in Saudi Arabia; also, how it could be developed further, and what the enablers and barriers might be in feasibly implementing the programme in relation to the educational culture and policy environment. Overall, the study has shown there is potential for developing and implementing a role modelling character education programme in the Region, provided certain factors are taken into consideration and used to increase such a programme’s efficacy."]},{"key":"dc:description.abstract","label":"Abstract","values":["Role models have been used since ancient times to develop character through fictional and historical stories, but only recently have the effects of such interventions been studied. Research has shown the emotions elicited when exposed to moral exemplars can trigger the motivation to progress morally. Aristotle advocated the teaching of virtues to children at a young age through habituation, which would gradually develop into phronesis-guided virtuosity. He considered what is now referred to as ‘role modelling’ as having a significant influence on children through the emotion of emulation (zēlos). Based on this, the following project uses a mixed-method design to examine how a virtue-led role modelling programme could be used in the Kingdom of Saudi Arabia by answering the following research questions: 1) How could an effective role modelling character education programme be developed in that country? 2) How could a role modelling character education be feasibly implemented there? The first stage involved conducting a role modelling intervention to teach school-appropriate virtues to students in a school setting in The Kingdom. The virtues were presented through role models with each model presented in a lesson divided into three sections Inspire–Action–Reflect. A qualitative + quantitative research design was used to examine the intervention’s efficacy and the school’s character education background. The results then led to a qualitative study exploring how virtues, role modelling and character education in general are currently being taught in schools in Saudi Arabia; also, how it could be developed further, and what the enablers and barriers might be in feasibly implementing the programme in relation to the educational culture and policy environment. Overall, the study has shown there is potential for developing and implementing a role modelling character education programme in the Region, provided certain factors are taken into consideration and used to increase such a programme’s efficacy."]},{"key":"dc:title","label":"Title","values":["Perceptions on developing and implementing a role modelling character education programme in Saudi Arabia"]}]}],"canonical_facts":{"dc:creator":["Osman, Y."],"dc:date":["2021"],"dc:date.issued":["2021"],"dc:description":["Role models have been used since ancient times to develop character through fictional and historical stories, but only recently have the effects of such interventions been studied. Research has shown the emotions elicited when exposed to moral exemplars can trigger the motivation to progress morally. Aristotle advocated the teaching of virtues to children at a young age through habituation, which would gradually develop into phronesis-guided virtuosity. He considered what is now referred to as ‘role modelling’ as having a significant influence on children through the emotion of emulation (zēlos). Based on this, the following project uses a mixed-method design to examine how a virtue-led role modelling programme could be used in the Kingdom of Saudi Arabia by answering the following research questions: 1) How could an effective role modelling character education programme be developed in that country? 2) How could a role modelling character education be feasibly implemented there? The first stage involved conducting a role modelling intervention to teach school-appropriate virtues to students in a school setting in The Kingdom. The virtues were presented through role models with each model presented in a lesson divided into three sections Inspire–Action–Reflect. A qualitative + quantitative research design was used to examine the intervention’s efficacy and the school’s character education background. The results then led to a qualitative study exploring how virtues, role modelling and character education in general are currently being taught in schools in Saudi Arabia; also, how it could be developed further, and what the enablers and barriers might be in feasibly implementing the programme in relation to the educational culture and policy environment. Overall, the study has shown there is potential for developing and implementing a role modelling character education programme in the Region, provided certain factors are taken into consideration and used to increase such a programme’s efficacy."],"dc:description.abstract":["Role models have been used since ancient times to develop character through fictional and historical stories, but only recently have the effects of such interventions been studied. Research has shown the emotions elicited when exposed to moral exemplars can trigger the motivation to progress morally. Aristotle advocated the teaching of virtues to children at a young age through habituation, which would gradually develop into phronesis-guided virtuosity. He considered what is now referred to as ‘role modelling’ as having a significant influence on children through the emotion of emulation (zēlos). Based on this, the following project uses a mixed-method design to examine how a virtue-led role modelling programme could be used in the Kingdom of Saudi Arabia by answering the following research questions: 1) How could an effective role modelling character education programme be developed in that country? 2) How could a role modelling character education be feasibly implemented there? The first stage involved conducting a role modelling intervention to teach school-appropriate virtues to students in a school setting in The Kingdom. The virtues were presented through role models with each model presented in a lesson divided into three sections Inspire–Action–Reflect. A qualitative + quantitative research design was used to examine the intervention’s efficacy and the school’s character education background. The results then led to a qualitative study exploring how virtues, role modelling and character education in general are currently being taught in schools in Saudi Arabia; also, how it could be developed further, and what the enablers and barriers might be in feasibly implementing the programme in relation to the educational culture and policy environment. Overall, the study has shown there is potential for developing and implementing a role modelling character education programme in the Region, provided certain factors are taken into consideration and used to increase such a programme’s efficacy."],"dc:identifier":["oai:repository.mdx.ac.uk:368q67"],"dc:publisher":["University of Birmingham"],"dc:publisher.department":["Education and Social Justice"],"dc:publisher.institution":["University of Birmingham"],"dc:relation":["https://repository.mdx.ac.uk/item/368q67"],"dc:relation.isreferencedby":["https://repository.mdx.ac.uk/item/368q67"],"dc:subject":["moral education","character education","role models"],"dc:title":["Perceptions on developing and implementing a role modelling character education programme in Saudi Arabia"],"dc:type":["Thesis or dissertation"],"dc:type.qualificationlevel":["PhD thesis"],"dc:type.qualificationname":["PhD"]},"updated_at":"2026-07-24T03:03:11Z"}