The influence of moral education on students’ ethical perspectives in technology use in secondary schools in Jos South LGA, Plateau State

The influence of moral education on students’ ethical perspectives in technology use in secondary schools in Jos South LGA, Plateau State

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Background of the study
The rapid advancement of technology in recent years has transformed the educational landscape, necessitating a renewed focus on ethical perspectives in technology use. In secondary schools in Jos South LGA, Plateau State, moral education is being harnessed as a vital tool to guide students in developing responsible and ethical attitudes toward technology. As students navigate an increasingly digital world, issues such as data privacy, cyberbullying, and digital addiction have come to the forefront, making it imperative that ethical considerations are integrated into their educational experience (Okoro, 2023). Moral education provides the foundational principles that help students distinguish between responsible and irresponsible technology use, thereby fostering a balanced approach to digital engagement (Chukwu, 2024).

In Jos South LGA, the confluence of rapid technological adoption and traditional moral values offers a unique context for exploring the influence of moral education. The curriculum aims to bridge the gap between the digital revolution and ethical behavior by incorporating discussions on digital citizenship, cyber ethics, and the responsible use of technology (Ibrahim, 2023). This integrated approach not only enhances students’ technical skills but also reinforces the importance of maintaining integrity and respect in online interactions. As technology becomes an increasingly dominant force in shaping social interactions, the role of moral education in guiding ethical behavior in digital spaces cannot be overstated (Bassey, 2025).

Moreover, moral education in Jos South LGA is designed to complement technological literacy by emphasizing the importance of critical reflection on digital practices. Through classroom debates, case studies, and ethical simulations, students are encouraged to think deeply about the consequences of their actions online. This methodology helps to cultivate a sense of responsibility, ensuring that students are not only proficient in using technology but also aware of the ethical implications of their digital footprint (Adamu, 2024). The current study seeks to examine how moral education influences students’ ethical perspectives regarding technology use, contributing to the development of a balanced, ethically aware digital generation (Uche, 2023).

Statement of the problem
Despite the growing emphasis on technology in education, secondary schools in Jos South LGA face significant challenges in cultivating ethical perspectives among students regarding technology use. The rapid influx of digital devices and online platforms has created an environment where ethical considerations often take a backseat to technical proficiency and convenience (Nwachukwu, 2023). Many students are exposed to cyber risks such as data breaches, online harassment, and unethical digital practices, yet the current educational framework does not adequately address these issues from a moral standpoint. This gap in moral education leads to a situation where students may develop skills in using technology without fully understanding the ethical responsibilities that accompany digital citizenship (Eze, 2024).

Furthermore, the pressure to excel in technological literacy and digital skills has often resulted in a neglect of moral reasoning in technology-related curricula. Educators report that while technical subjects receive extensive focus, discussions on the ethical implications of technology use remain superficial and are not given equal importance (Ibrahim, 2023). This imbalance has led to the development of a generation that is technically skilled but may lack the moral grounding necessary to navigate complex digital environments responsibly. Additionally, societal influences and media portrayals of technology usage often glamorize risky behaviors, further undermining the ethical guidance that should be provided by schools (Okocha, 2023).

The absence of a cohesive strategy that integrates moral education with digital literacy in Jos South LGA has created a critical need for research that examines this relationship. Understanding how moral education can influence ethical perspectives in technology use is essential for developing curriculum reforms that ensure students are both technologically competent and ethically responsible (Agwu, 2025). This study aims to address these challenges by exploring the role of moral education in shaping students’ ethical perspectives on technology use, thereby providing a foundation for more balanced and comprehensive educational policies.

Objectives of the study

1. To evaluate the impact of moral education on students’ ethical perspectives regarding technology use.

2. To identify the challenges in integrating ethical considerations into technology education.

3. To propose strategies for effectively combining moral education with digital literacy programs.

Research questions

1. How does moral education influence students’ ethical perspectives in technology use?

2. What are the barriers to integrating ethical discussions into technology curricula?

3. What strategies can enhance ethical awareness in digital environments?

Research Hypotheses

1. There is a significant positive relationship between moral education and ethical perspectives in technology use.

2. Students receiving integrated moral and technology education demonstrate higher ethical awareness online.

3. Curriculum reforms that combine moral education with digital literacy significantly improve ethical digital behavior.

Significance of the study
This study is significant as it explores the crucial role of moral education in fostering ethical perspectives in technology use among secondary school students. Its findings will guide educators and policymakers in designing curricula that balance technical proficiency with ethical awareness. By addressing the challenges of integrating moral values into digital literacy, the research contributes to the development of responsible digital citizens. The study offers practical insights and recommendations for curriculum reforms that ensure students are well-equipped to navigate the ethical complexities of the digital age.

Scope and limitations of the study
The study is limited to examining the influence of moral education on students’ ethical perspectives in technology use in secondary schools within Jos South LGA, Plateau State. It does not extend to other regions or educational levels and focuses solely on the integration of moral education with technology use.

Definitions of terms

1. Moral Education: Teaching aimed at developing ethical values and principles.

2. Digital Literacy: The ability to use technology effectively and responsibly.

3. Ethical Perspectives: The viewpoints that guide moral judgments regarding behavior.

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