A Theoretical Framework of Multicultural Character Education
Project Overview (2022 — 2025)
My PhD project, titled “Well-being and Character Education: Developing a Multiculturally Sensitive Neo-Aristotelian Character Education Framework”, bridges virtue ethics, developmental psychology, social psychology, and educational theories.
To ground this theoretical model with robust empirical insights, the project draws on quantitative and qualitative data collected from active schoolteachers across the United Kingdom, Taiwan and Slovakia. Below are articles officially published based on this research framework:
Core Publications
Lu, Y. C., & Kristjánsson, K. (2026). Teaching multicultural character education in the classroom: a five-stage teaching strategy. European Journal of Teacher Education, 1–21.
View Source via DOILu, Y. C. (2025). Exploring virtue diversity to develop a multiculturally sensitive character education. Ethics and Education, 21(1), 15-31.
View Source via DOILu, Y. C. (2025). Exploring multicultural sensitivity in character education: Qualitative study comparing teachers’ views on character education in Taiwan and the UK. Journal of Character Education, 21(1-2), 60–75.
View Source via DOILu, Y. C. (2025). The compatibility of character education and citizenship education in Aristotelian approaches to moral development. Journal of Moral Education, 54(4), 710–724.
View Source via DOIExpanding the Framework
While the framework has achieved promising academic recognition through these publications, I am currently expanding the agenda to integrate a technological and in-depth social psychological perspective.
This next step will delve into the relationship between the multifaceted identifications of teachers and students and their moral reasoning processes, exploring how Generative AI (GenAI) impacts this educational dynamic.
Social Psychology • Technology • Education
Open to interdisciplinary collaborations