A Framework for Integrating Event-Based Educational Technologies to Enhance Student Motivation and Engagement in Moral Education (Upbringing) Learning Environments
Keywords:
Event-based learning, moral education, student engagement, educational technologyAbstract
The increasing integration of digital technologies in education has transformed traditional pedagogical practices, particularly in domains requiring value-based and affective learning such as moral education (upbringing). This study proposes a comprehensive framework for integrating event-based educational technologies to enhance student motivation and engagement in moral education learning environments. The research synthesizes constructivist learning theories, self-regulated learning principles, and technology-enhanced pedagogical models to design a structured approach for embedding event-driven digital experiences into classroom instruction.
The framework is grounded in established educational theories including constructivism (Bruner, 1961; Jonassen, 1999), cognitive development taxonomy (Bloom, 1956), and self-regulated learning theory (Zimmerman, 2002), emphasizing learner autonomy, reflective practice, and active engagement. Additionally, insights from project-based learning (Bell, 2010; Thomas, 2000), multimedia learning (Mayer, 2009), and WebQuest-based instructional design (Dodge, 1997; March, 1998) inform the technological and pedagogical structure of the proposed model.
The study identifies that event-based technologies—such as simulations, digital moral dilemmas, interactive storytelling systems, and gamified ethical decision platforms—significantly enhance learner motivation by fostering experiential engagement and contextual moral reasoning. Findings suggest that structured integration of these technologies within moral education curricula promotes higher-order thinking, self-reflection, and behavioral internalization of ethical values.
The paper contributes a scalable instructional framework for educators and policymakers, highlighting both opportunities and constraints in implementing digital moral learning environments. It concludes with recommendations for sustainable adoption and future research directions in technology-enhanced moral education systems.
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Copyright (c) 2026 Omar Haddad, Nadine Fayyad
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