SPV Constructivist Model: Fostering Value Development through School Culture and Personalised Learning

Abstract

Value development is central to education but often treated as a separate curricular component rather than a systemic, experiential process. Existing models are fragmented, emphasising moral instruction and neglecting the roles of school culture and learner agency. The study introduces the SPV Constructivist Model, which sees value development as emerging from the interaction of School Culture (S), Personalised Learning (P), and Value Competencies (V). Based on constructivist theory, values are viewed as socially constructed through experiences, reflection, and participation in school. The model underwent expert validation via Lawshe's CVR through a two-round Delphi process, ensuring clarity, relevance, and feasibility. The validated framework was turned into a schoolready package that included constructivist learning, culture-based interventions, personalised mentoring, and multi-source assessments such as portfolios, rubrics, and checklists. Findings show the SPV model enhances students' empathy, responsibility, cooperation, and ethics by integrating value learning into daily pedagogical practices. The SPV Constructivist Model reconceptualises personalised learning as a moral process and offers a scalable, evidence-based framework for holistic value education. It provides schools with a flexible system for integrating values into the curriculum, culture, and experiences. The model shifts from transmission-based moral teaching to participatory, reflective value formation.

Keywords

• Constructivist pedagogy
• Educational innovation
• Personalized learning
• School culture
• Value development

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