Character Formation in Higher Education: Strengthening Individual Attitudes and Morals among Education Faculty Students

Abstract

Character formation is a central concern in higher education because universities are expected to develop students who are not only academically competent but also morally responsible in academic and social life. This study examines how student character is formed through the interconnected dimensions of moral knowing, moral feeling, and moral action within the campus ecosystem. A descriptive qualitative design with an interpretive thematic orientation was employed at the Faculty of Education, State University of Surabaya, Indonesia. Twenty-four participants, comprising 16 students, five lecturers, and three student-affairs personnel, were selected through purposive sampling with maximum variation. Data were collected over three months through semi-structured interviews, participant observations, and document analysis. The data were analysed using the interactive model of Miles, Huberman, and Saldaña, while Lickona’s framework was used as a sensitising analytical perspective. The findings generated four interrelated themes: moral knowing, moral feeling, moral action, and tensions between moral understanding and moral practice. Students developed an understanding of honesty, discipline, responsibility, social concern, communication ethics, and academic integrity through learning and institutional guidance. These values were internalised through lecturer role modelling, peer relationships, empathy, and collective experiences, and were enacted through responsible academic behaviour, cooperation, respectful communication, and participation in student activities. However, the transition from moral understanding to consistent action was influenced by peer norms, academic pressure, digital technology, personal convenience, and inconsistent habituation. The study contributes an ecosystem-based model showing that character formation emerges through the interaction of learning, lecturer role modelling, habituation, academic culture, peer interaction, and student activities. Universities should therefore integrate character development across curricula, teaching practices, academic-integrity policies, student mentoring, and responsible digital practices.