A Qualitative Study on University-Model® Schools and their Impact on Students' Spiritual Formation

The University-Model® School (UMS) system is an education model that allows students to attend a combination of in-classroom learning with a supported home learning environment (Turner, 2017). The purpose of this phenomenological study is to explore the lived experiences of parents to understand their spiritual formation techniques for the development of students and the perceived impacts at University-Model® Schools. At this stage in the research, spiritual formation is defined as the process of conforming to Jesus's image in his service (Pettit, 2008). Howard's (2018) theology of spiritual formation is the theory guiding this study. The study examined the fostering of spiritual formation through Scripture, faith-building pedagogy, community, and mission orientation. The methodological design consists of qualitative interviews of parents whose children attend University-Model® schools. Five research questions explored training in spiritual formation following Howard's (2018) key elements: Scripture, faith-building, community, and mission orientation. Exploration of possible barriers to spiritual formation training occurred. After conducting interviews with parents who have children enrolled in the model, the research indicated that parents perceive the University-Model® School as proficient in spiritual formation training through the use of scripture, faith- building pedagogy, and community. There is no clear consensus on the efficacy of the model in using mission-orientation as a tool for spiritual formation. Lastly, parents perceived the safe environment of the school as a potential barrier to spiritual formation as their students are not exposed to real world situations.