Research Information System
8th Annual International Symposium on Higher Education in a Global World, Athens, Greece, 8 - 11 July 2024, pp.68
The socialization process that starts in the family continues with educational institutions. As the individual remains in the education process, he/she gains social values and contributes to social continuity. Thus, the individual becomes a member of that society. Social values are formed through the filter of a long life. Values are not things that are preferred according to taste, but rather principles of life that provide a more or less definite and systematic vital order that enables the individual to interact with his/her environment. The school and the teacher as its operator play an important role in the adoption of these values. Due to the social role of the teaching profession and its power over the individual, teachers are expected to know and possess the national and universal living values that are valid in that society. The school, as the center of deliberate acculturation, equips children from different socio-economic and educational backgrounds with socially approved knowledge, skills, habits, attitudes, and values, and equips them for the requirements of social life. While educating individuals, educational institutions also contribute to social continuity and cultural richness. The aim of this research is to examine the level of YTU Faculty of Education Students' possession of the twelve (12) values in the European Living Values Education Program. In this respect, the research is a quantitative study in survey type and was conducted with 474 undergraduate students who agreed to participate in the research. According to the statistical analysis of the data obtained from the research, students assessed their level of value based on their perceptions. The findings revealed significant differences in the total value scores among YTU Faculty of Education students. Specifically, female students were found to have higher value scores compared to male students. And students studying science and Turkish language teaching had higher value scores compared to students in other departments, such as Science Teaching and Turkish Language Teaching.