Date

8-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Amy Schechter

Keywords

character education, integrated curriculum, Christian school, moral development, elementary education

Disciplines

Education

Abstract

The purpose of this qualitative case study is to explore how character education is integrated across academic subjects and what factors may influence its implementation by teachers and engagement by students at a private Christian elementary school in South Korea. The theory guiding this study is Kolb’s experiential learning theory as it explains how students learn and develop moral understanding through direct experience, reflection, and active engagement within real-world contexts. The central research question guiding this study is: How is character education integrated across academic subjects in a private Christian elementary school, and what factors influence its implementation by teachers and engagement by students? This qualitative case study used a purposive sampling to select the participants who are teachers and students in grades four through six. Data were collected through semi-structured interviews with teachers and students, document analysis of lesson plans and school policies, and non-participant classroom observations. Data analysis included coding, categorizing themes, and triangulating findings across sources to ensure trustworthiness. Findings indicated that character education was integrated across academic subjects as a faith-centered and experiential practice rather than a separate subject. Student engagement was most strongly supported through active participation, repeated practice, and real-life application, particularly when reinforced through structured systems such as checklists and home-school connections.

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