A research-based values formation model for gender equality in security sector education

Background Professional education in the security sector faces a persistent challenge: formal acceptance of gender equality as a policy requirement rarely translates into genuine values internalization guiding behavior. Instruction-based approaches tend to produce knowledge, and compliance-based approaches tend to produce externally regulated conformity, but neither reliably closes the gap between espoused and enacted values. No existing theoretical model integrates the mechanisms through which research-based learning might produce deeper values engagement. Aims This article proposes the Research-Based Values Formation Model (RBVFM), a five-stage theoretical model theorizing how research-based learning – academic competitions, conferences, and structured inquiry – may produce deeper values internalization than instruction-based alternatives, with particular reference to gender equality in security sector education. Approach The model integrates three theoretical traditions – Mezirow's transformative learning theory (perspective transformation through disorienting dilemma), Vygotsky's social constructivism (socially mediated internalization through the zone of proximal development), and Hayes's values commitment theory from acceptance and commitment therapy (committed action as values-driven behavior) – into a coherent developmental architecture. The model is situated against competing approaches, including experiential learning and intergroup contact theory. Contributions The RBVFM specifies five developmental stages – pre-engagement, incidental exposure, focused investigation, public defense, and reflective integration – with theoretically grounded transition mechanisms and points of simultaneous theoretical interaction. The model articulates boundary conditions for regression, backlash, stagnation, and self-selection, and identifies four contextual moderators specific to conflict-affected settings. Twelve testable propositions with operational definitions and recommended longitudinal, quasi-experimental, and cross-national research designs are derived. Conclusion The RBVFM is offered as an empirically falsifiable framework. It proposes that autonomous research engagement may bring about the perspective transformation and committed action on which durable values internalization is thought to depend; whether it advances beyond instruction-based and compliance-based alternatives is a question for empirical test.