Social Project-Based Moral Learning

This study explores the implementation of social project-based moral learning in Pakistani High Schools, with a focus on the development of students' moral reasoning and social action. In a global context, moral education has shifted from an indoctrinationary to a constructivist approach, as emphasized by UNESCO. However, the education system in Pakistan is still dominated by conventional methods that emphasize memorization and didactic teaching. Qualitative methods with a participatory ethnographic approach are used to understand learning phenomena in specific social and cultural contexts. The research participants consisted of 6 students in grade XI, 3 teachers of moral subjects, and 2 social project coordinators who were selected through purposive sampling. The results of the study showed that social project-based moral learning was implemented through four stages: project orientation and planning, social project implementation, periodic reflection, and comprehensive evaluation. This approach has been shown to contribute significantly to the development of students' empathy and social responsibility, creating transformative experiences that allow students to develop a cognitive understanding of moral values, social-emotional skills, and a commitment to acting ethically in society. Keywords: Moral Learning; Social Projects; Empathy and Social Responsibility