Mapping of Values Associated With Open-Mindedness, Responsibility, and the Collaborative Collective in the Mauritian Education Population

Abstract

The success of educational systems in shaping youth into citizens capable of facing global, national, and personal challenges has been associated with students’ ability to develop human values and competencies. This study, therefore, maps the extent to which key human values associated with the three levels of consciousness—namely, open-mindedness, responsibility, and the collaborative collective—are present in the Mauritian education population. A quantitative epistemological approach was used to analyze the Mauritian data derived from the worldwide Advancing Education in Muslim Societies (AEMS) report Mapping the Terrain (2019–2020). The demographic factors The success of educational systems in shaping youth into citizens capable of facing global, national, and personal challenges has been associated with students’ ability to develop human values and competencies. This study, therefore, maps the extent to which key human values associated with the three levels of consciousness—namely, open-mindedness, responsibility, and the collaborative collective—are present in the Mauritian education population. A quantitative epistemological approach was used to analyze the Mauritian data derived from the worldwide Advancing Education in Muslim Societies (AEMS) report Mapping the Terrain (2019–2020). The demographic factors influencing the attitudes of the Mauritian participants were analyzed using cross tabulations of the underlying constructs for each theme. Findings revealed that values were
found to differ among the various subgroups of participants, in particular across gender, religion, age group, and occupation. The findings also suggest the importance of the inclusion or sustainability of teaching and inculcating moral values within the secondary and tertiary curricula.