Bridging the Gap: Traditional vs. Modern Education (A Value-Based Approach for Multiculturalism)

Abstract

The dynamic landscape of education has witnessed a profound shift from traditional to modern pedagogical paradigms over the years. The discussion of results delves into the intriguing debate between traditional and modern educational systems (TES and MES), examining them through the lens of a value-based approach. This exploration is crucial in understanding how these two approaches shape the educational experiences of learners, faculty, and impact society at large. Drawing from the literature review and insights from a survey involving 179 students and 28 faculty staff, the work advocates a balanced integration of traditional and modern educational approaches. It underscores the pressing need for a value-based model that harmonizes age-old wisdom with contemporary innovations. The survey reveals student aspirations for a holistic, value-driven education, while the faculty acknowledges challenges and opportunities inherent in bridging this educational gap. In conclusion, the data reinforce the value-based approach, emphasizing its importance in curricula and pedagogy to promote ethical values, critical thinking, and empathy. Furthermore, the findings shed light on practical implementation challenges and offer valuable guidance to educators and policymakers. In an era of transformative education, bridging theory and practice will resonate with both students and faculty who recognize the societal benefits of a balanced synthesis between tradition and modernity.

1. Introduction

The contemporary state of education is subject to be in constant flux, paving new ways and vision for the pedagogical paradigms with technological advancements, evolving societal needs, and being parallelly shaped by historical traditions driven by established educational practices. In recent decades, the dichotomy between traditional and modern educational systems (TES and MES) has emerged as a central point of debate [1, 2, 3]. Traditional education, deeply rooted in heritage, often emphasizes rote learning and discipline [4, 5], especially for science majors such as math, physics, etc. that lay primary focus on calculation and comprehension, that is, according to Wang “some subjects that focus more on thinking application and deep calculation should be taught in traditional ways” ([4], p. 272) and “although traditional lecture-style teaching is more boring than high-tech classrooms, it can be more effective at improving test scores” ([4], p. 271); it is also stated that “rote learning is a well-practiced approach at all educational level, where education and assessments emphasize on memorization of content rather than comprehension and application of content in real life events” ([5], p. 114). On the other hand, modern education emphasizes innovation, learner-centric methodologies, and the integration of technology, among which cultural literacy, originality, and creativity play a crucial role, for example, “the content [of cultural literacy] in the pedagogical culture is seen pertinent to the modern FL teacher” and at the same time, it includes “professionalism, non-standard way of thinking/thinking out of the box, originality, high level literacy, expressiveness, logic, lexical wealth and communication, creativity, and culture awareness and readiness for diversity in perception” ([2], p. 103). This evolving educational landscape necessitates a critical examination to address the challenges and opportunities it presents.

Thus, the research problem at hand is the need to navigate this evolving terrain of education effectively. Understanding the dynamics, strengths, and limitations of TES and MES is crucial. Moreover, it is essential to explore how a value-based approach can bridge the gap and create a more holistic educational experience [6, 7, 8] for students and teachers. In this regard, Dogan believes, “the empowerment of the employees who believe in the organization’s values and respect to employees enable the employees to work at full capacity and to become happy” ([6], p. 84]); moreover, “making radical changes in the behaviors of individuals based on the values is composed of three stages, including seeing, feeling and change” and for instance, “the stage of ‘seeing’ increases the employees’ awareness towards the values” [6]. The significance of this research lies in its potential to inform educators, policymakers, and stakeholders on the path towards a more balanced and meaningful educational model.

That noted, the objectives of this research arise twofold: first, to comprehensively analyze the TES and MES from the perspectives of faculty and those of students, and second, to propose a model that integrates value-based education into the educational landscape. To achieve the aim and goals, the following research questions should be answered:

1. What are the key characteristics and pedagogical paradigms of TES as defined by faculty and students?

2. How does MES differ from TES, and what innovations does it bring to the educational landscape?

3. What is the concept of a value-based approach in education, and how can it be implemented effectively, for example, for foreign language teaching and acquisition (FLT and FLA)?

4. What is the potential impact of a value-based educational model on learners and society?

To address these research questions, a comprehensive approach, combining literature reviews and the survey, was employed. This mixed-method approach [7] allowed for a deep exploration of the topic, incorporating both theoretical data and comments by the students and faculty from perspectives of their empirical value as real-world experiences from the educational community.

The research findings break into several sections. The introduction is followed by the review of the literature related to TES and MES, value-based education, in the light of the research agenda. Following that, the methodology section explains the survey design, data collection, and analysis. Then, the focus is laid on a discussion of the value-based approach, including its principles, theoretical framework, and practical implications. Finally, the research explores the challenges and opportunities in implementing a value-based approach in education, offering the educational model to be considered by educators, policymakers, and stakeholders. It concludes by summarizing key findings, emphasizing the importance of a balanced approach to education, and suggesting potential future research directions.

2. Theoretical readings

Education, deeply intertwined with culture and tradition, has a rich historical legacy. TES, often characterized by rote learning, discipline, and the transmission of societal values, can be traced back to ancient civilizations [8, 9]. For example, the Confucian educational system in ancient China placed a strong emphasis on the teachings of classic texts, which became a cornerstone of traditional education [10]. The emergence of MES marked a shift towards learner-centric approaches, innovation, and the integration of technology [1, 11, 12]. In the eighteenth and nineteenth centuries, educational reform movements in Europe, such as those initiated by Rousseau and Pestalozzi, laid the groundwork for contemporary educational principles with Rousseau’s three components in education: “This education comes to us from nature itself, or from other men, or from circumstances” as cited in Bazaluk ([13], p. 17) and Pestalozzi’s “new understanding of the meaning of human life and a cultural ideal”, as well as the philosopher’s basic principle of education: “education should be built according to the natural course of mental development in a child” [13]. The implementation of compulsory education and the advent of public schooling in the United States and Europe, including Ukraine, further exemplified this shift [14, 15, 16]. Value-based education, rooted in the philosophical underpinnings of moral and ethical development, seeks to instill values such as empathy, critical thinking, and global awareness in learners, based on fostering poly- and multiculturalism in educational classrooms [12, 16, 17]. This approach draws from various theories, including Kohlberg’s theory of moral development, which emphasizes the importance of nurturing ethical reasoning in education [18, 19]. Moreover, McKenzie and Blenkinsop’s “ethic of care” highlights the significance of empathy and relationships in the educational process [19].

3. Research methodology

The methodology for this study involved the creation of a structured survey instrument to gather data on the perceptions and experiences of individuals within the traditional and modern educational systems. The survey was meticulously designed to explore key aspects of both systems and their potential convergence in a value-based approach [17]. Development included the formulation of clear and concise questions that addressed the objectives of the research and followed either the Likert scale or open-ended questions that allowed for argumentation and substantiation of opinions. Statistically, the research sample consisted of 179 students and 28 faculty staff members from the National University of Life and Environmental Sciences of Ukraine. A purposive sampling technique was employed to ensure a representative mix of participants with varying educational backgrounds, experiences, and perspectives. Informed consent was obtained from all participants.

Data collection primarily relied on an online survey platform, allowing for the efficient distribution of the questionnaire to the selected participants. The survey comprised both closed-ended and open-ended questions, providing a balance between quantifiable data and in-depth qualitative responses. Participants were given a reasonable time frame to complete the survey to ensure thoughtful and accurate responses. The data collected from the survey was subjected to both quantitative and qualitative analysis. Qualitative data from open-ended questions were subjected to thematic analysis to identify common themes and patterns. The integration of both quantitative and qualitative analyses allowed for a comprehensive understanding of the research questions.

The study adhered to ethical guidelines and protocols. Informed consent was secured from all participants, assuring them of anonymity and confidentiality. Data was stored securely, and all personal identifiers were removed during data analysis to ensure participants’ privacy and confidentiality. The research was conducted with the utmost integrity and respect for the rights and well-being of the participants.

4. Results and discussion

The research findings point to the dichotomy between TES and MES, reinforcing the approaches to education. Thus, the study by Alsubaie investigated the effects of traditional and modern teaching methods on student achievement and found that student-centered modern approaches tend to yield better results [20]. Contrarily, another study by Chavan and Chavan [21] emphasized the value of traditional education, on the one hand, in preserving cultural heritage and moral values and certain concerns, on the other, for example, “Within the traditional knowledge system, there was a natural obligation, empathy, and overall mentoring towards students by teachers and reverence and submissiveness was exhibited by students towards teachers. Today, teachers, students, and knowledge are all treated as ‘objects’ whose value depends on the quantitative returns ‘it’ can provide” ([21], p. 278).

According to the comments of participants represented by 53.7% female, 41.5% male and 4.9% “prefer not to say” groups (gender criterion) and whose age varied from 18 to 24 (75.6%), 25 to 34 (2.4%), 35 to 44 (4.9%), 45 to 54 (9.8%), 55 to 64 (4.9%), and 65+ (2.4%), as displayed in Figure 1, the majority of answers link to the main five characteristics of TES as opposed to MES. These are:

1. TES focuses on teacher-centered instruction while MES embraces learner-centered and interactive approaches: P18, “I reckon most of the seminars being conducted traditionally are rather good, especially when all the students are asked the questions and no one is bored”, P54, “MES offers personalized learning, technology integration, and a focus on critical thinking and problem-solving”;

2. TES uses textbooks and printed materials as primary resources as contrasted to MES which utilizes a wide range of digital and multimedia resources: P53, “TES provides a time-tested approach to education. This can offer a sense of stability and familiarity for students. However, MES incorporates modern technology and teaching methods, promoting more interactive learning and adaptability to individual student needs”, P75, “The usage of most of the online pros, such as laptops, presentations, there are more opportunities for the future; Nevertheless, I can’t deny the effectiveness of TES”;

3. in TES, teachers are seen as the primary source of knowledge and authority, however, in MES, teachers would rather encourage student autonomy and self-directed learning: Participant 14 (P14), “The main advantages [of TES] are the opportunities for students to master the theoretical part of knowledge. This will allow them to use it in the future with possible practical skills”; P36, “TES has limitations, such as potential limitations in adapting to individual learning styles and the rapid pace of technological advancements. MES, on the other hand, offers benefits such as personalized learning, technology integration, and global connectivity”;

4. TES is mainly characterized by its hierarchical and discipline-oriented structure whereas MES is perceived as flexible and adaptable, and according to the students’ answers in their key focus—often tailored to individual needs of the learner: P27, “TES can provide stronger learning of core knowledge through in-depth interaction with teachers and a focus on core academic subjects. It also often includes a rigorous curriculum and structured learning process, which can promote a disciplined approach to learning”, P122, “TES often prioritizes the basics, such as reading and writing. In addition, the teacher plays a central role, providing direct instruction and guidance, which can be beneficial for students who learn well in a structured learning environment. Also, traditional systems emphasize discipline, punctuality, obedience, and compliance.”, P81, “MES often provide more accessibility through technology, learning experiences, and up-to-date content. They can better cater to individual student needs and adapt to a rapidly changing world, making education more engaging”, and

5. TES promotes uniformity and conformity in learning while MES encourages creativity and independent thinking of the learner: P162, “TES - Stability and reliability, cultural heritage, specialization, number 1 system”, P171, “Modern education often allows for more flexible scheduling, catering to non-traditional students, working adults, or those with diverse time commitments”, P72, “MES focuses on fostering twenty-first century skills such as critical thinking, creativity, communication, collaboration, and digital literacy”, etc.

Figure 1.

Demographic information: participants’ age range.

These and other comments were made by the participants with the following educational background: 29.3% were participants with a college degree (high school) and incomplete bachelor’s that referred mainly to students in their first through fourth years at university; 51.2% were master students; 9.8% were faculty staff with a Ph.D. and/or more advanced degree in science, and ultimately 2.4%—“other”, that stands for a visiting researcher.

Moreover, 78% of participants experienced education in both the systems—TES and MES whereas 22% underlined their good acquaintance and journeys with either TES or MES (Figure 2).

Figure 2.

Education experience.

Finally, when the questions regarded the emotional part of the participants’ experience with TES and MES and the information about their education systems awareness and educational preferences, that is, which educational systems they feel most familiar with or have spent the most time in, under the half (41.5%) replied they felt comfortable and familiar with both the systems and the other two groups had a difference of 14.6% as to their understanding and preferences for TES (36.6%) over MES (22%) (Figure 3).

Figure 3.

Familiarity with TES and MES.

Among the answers to specify advantages and disadvantages of TES and MES, the following can be mentioned as it displays the general mood of many other replies:

1. P44, “TES typically follows a well-defined curriculum, providing a structured and organized approach to learning.”

2. P56, “Traditional education often leads to recognized degrees, diplomas, or certificates, which are widely accepted by employers and institutions. This provides students with formal qualifications that can enhance their career prospects.”

3. P32, “In traditional educational settings, students have access to experienced educators who can provide guidance, support, and mentorship.”

4. P101, “Traditional educational institutions typically provide access to libraries, laboratories, and other resources, which can be essential for hands-on learning and research.”

5. P49, “MES is better in the practical part of learning of any subject. You receive more applied information and learn new practical skills, which are more similar to real-life situations.” and P94, “An individualized approach to each student and a variety of techniques are the strengths of the modern educational model. This allows the student to feel comfortable and apply knowledge in practice.”

6. P8, “Modern education leverages technology to enhance learning. This includes e-learning platforms, multimedia resources, and online collaboration tools, which can make education more engaging and accessible.”

7. P78, “Modern education often allows for more flexible scheduling, catering to non-traditional students, working adults, or those with diverse time commitments.”

8. P163, “Educational technology allows for the collection and analysis of data to gain insights into student progress and areas of improvement, enabling more targeted interventions.”

These and many other comments, feedback, and remarks allowed for grouping the received data under the keywords and phrases that resulted in Table 1.

TES	vs.	MES
Emphasizes rote learning and memorization	→	Emphasizes active learning and critical thinking
Focuses on teacher-centered instruction	→	Embraces learner-centered and interactive approaches
Uses textbooks and printed materials as primary resources	→	Utilizes a wide range of digital and multimedia resources
Assessment typically relies on standardized tests and exams	→	Assessment includes diverse methods, such as projects, presentations, and group work
Limited integration of technology in the classroom	→	Integrates technology for research, collaboration, and learning tools
Teacher is the primary source of knowledge and authority	→	Encourages student autonomy and self-directed learning
Hierarchical and discipline-oriented structure	→	Flexible and adaptable, often tailored to individual needs
Promotes uniformity and conformity in learning	→	Encourages creativity and independent thinking
Often follows a fixed curriculum	→	May offer a more flexible and evolving curriculum
Limited emphasis on critical thinking and problem-solving	→	Focuses on practical skills, and real-world applications

Table 1.

Traditional educational system vs. modern educational system.

Another remarkable aspect of the survey makes it conclude that it is not always that the younger generation, as compared to the teaching/lecturing faculty of more age seniority and less digital proficiency, would favor MES, for instance, let us follow P86, “For me, a person who doesn’t like to explore new things, the traditional system is the best, as it has everything I’m used to.”

Next, like the above, where behavioral patterns and/or values play their crucial role, the below comments shed light on what may be significantly valuable while designing and implementing curricula. The values of critical thinking, future vision, and empathy matter to a greater degree, that is, P49 names critical thinking as a value because “MES places a strong emphasis on developing critical thinking skills, students are encouraged to analyze, evaluate, and synthesize information independently” and adds that “This skill is invaluable in various aspects of life, including problem-solving and decision-making”; P90 focuses on the importance of preparation for the future as “MES equips students with skills relevant to the rapidly changing job market” and “Emphasis on subjects like computer science, coding, and digital literacy prepares students for careers in technology and other evolving fields.”

That underscores the importance of scanning the learning mood and educational preferences in classrooms and outside; in an ever-evolving world, the need for innovation is not limited to technology alone; it extends to the way we approach education and pedagogical systems.

5. Value-based approach in education

Taking the discussion further, the exploration leads to the integration of a value-based educational model and bridging the gap between TES and MES, offering real-world solutions that can enhance quality, progress, and enjoyment.

A value-based educational model is a holistic approach to learning, emphasizing the development of not only academic knowledge but also strong ethical principles and values. In this model, core values such as integrity, empathy, and responsibility are integrated into the educational process, ensuring that students not only excel academically but also grow as responsible, ethical individuals [22].

Drawing from educational theories such as social learning, constructivism, and moral development, the integration of values into education is a well-structured framework [23, 24]. These theories provide a foundation for teaching critical thinking, ethical decision-making, and empathy, allowing students to become well-rounded individuals who can navigate an ever-changing world while adhering to timeless ethical principles [13, 16, 22].

Traditional education often relies on rote learning, while modern education places an emphasis on critical thinking and creativity. The value-based approach bridges this gap by combining the strengths of both, nurturing individuals who can adapt to a changing world while upholding ethical principles [1, 3, 17].

According to the survey, 85.3% of participants believe that values are very important/important in education as contrasted to only 4.9% who do not find them very important almost similar to 2.4% who state they are not important at all as only technical knowledge, expertise, and practical skills matter in the job market today (Figure 4); and 7.3% neither agree nor disagree, where the comments specify that the value component is fully personal and plays little role in education; however, it will play its role in family and work life in future.

Figure 4.

Values in education.

To bridge the gap between TES and MES via a value-based approach, participants suggest as follows: P3, “We should try to change the basic course of study and let students decide for themselves what to prioritize. Some people prefer practical knowledge, some prefer theory. We should respect people’s preferences in exploring the approaches that suit them.”; P70, “Implement a blended learning approach that combines elements of TES and MES, this can involve a mix of traditional classroom instruction and technology-enhanced learning experiences.”; P32, “Provide comprehensive and ongoing professional development for teachers to adopt innovative teaching methods and effectively integrate technology into their instructional practices”, which can ensure that teachers are equipped with the skills and knowledge to harness the benefits of both TES and MES in their classrooms; P162, “Design educational frameworks that allow for individualized learning paths” to involve incorporating personalized learning plans, adaptive learning technologies, and student self-assessment; P117, “Place a greater emphasis on developing essential skills such as critical thinking, creativity, communication, collaboration, and digital literacy because these skills are crucial for success in the modern world and can be integrated into both TES and MES approaches.”, etc.

Implementing a value-based educational model has practical implications that positively impact both students and the education system. Students exposed to this approach are more likely to become empathetic, socially responsible individuals who can address complex ethical challenges, leading to improved classroom behavior and a positive school culture [3, 4, 16].

6. Impact on learners and society

The study has brought to the forefront the contrasting characteristics of TES, rooted in tradition and discipline, and MES, driven by innovation and learner-centric methodologies. Participants have expressed a resounding consensus on the need for a more holistic educational model, one that combines the strengths of both systems while emphasizing values such as empathy, tolerance, and cultural diversity.

Speaking about the impact on learners and society, it is required to spotlight (a) the imperative of a balanced approach, (b) the need to transform the educational landscape, and (c) a call to action for educators and policymakers, in particular.

Thus, the implications of the research underscore the critical significance of a balanced educational approach. A value-based educational framework that seamlessly integrates the merits of TES and MES can give rise to a more comprehensive and harmonious learning environment. It fosters not only academic excellence but also the ethical and emotional intelligence essential for thriving in an increasingly interconnected world.

Next, the findings extend beyond the boundaries of this study. They have far-reaching implications for the educational landscape, offering the promise of transformation. The integration of a value-based approach carries the potential to shape a generation of learners who are not only academically proficient but also socially responsible, empathetic, and culturally aware. Finally, the present research calls for consideration, further reflection, and most importantly, action. It calls upon educators, policymakers, and stakeholders to reevaluate the core values that underpin education and the pedagogical methodologies employed. A value-based approach represents an opportunity to redefine the educational landscape, nurturing empathetic, critical, and globally aware individuals. With the onward look to the future, education is not confined to the acquisition of knowledge alone; it is about the transformation of individuals and the enrichment of society. It is believed that with an embraced balanced approach and prioritized value-based education, learners and society at large may reap the benefits of the best of both traditional and modern educational systems.

7. Conclusions and recommendations

In the realm of education, the coexistence of TES and MES presents a fascinating landscape for researchers. Along with the challenges, there are opportunities and lessons learned from the coexistence of these systems, that lead to shape future research directions.

To be realistic, it is necessary to address the obstacles in implementing a value-based approach, especially the two identified with the processed and analyzed research data—resistance to change and assessment methods.

Following the findings, one significant challenge in integrating a value-based approach into both TES and MES is the resistance to change. Educators, parents, and institutions may be reluctant to shift from traditional content-focused teaching to a more values-oriented curriculum. Another challenge arises with the assessment methods. Traditional systems often rely on standardized testing for assessment, making it challenging to evaluate students’ personal values and ethics. It also reads in Halstead and Taylor [25] that developing effective and standardized methods for assessing values is an ongoing challenge.

However, by laying more focus on incorporating technology in classroom and advancing community engagement, TES and MES can find more opportunities for promoting value-based education. The integration of technology, such as e-learning platforms and educational apps, offers a promising avenue to promote value-based education. Today, more and more researchers are exploring how technology can be used to deliver values-centered content [1, 8, 9]. Collaborating with community organizations and stakeholders provides an opportunity to reinforce values taught in school. There have been many works published where research focuses on strategies to engage local communities in shaping students’ values [17, 23].

Ultimately, the lessons learned from the survey conducted to gauge the impact of value-based education have revealed valuable insights and may lead to such recommendations:

• To design and implement strategies (a) for integrating values into educational curricula, (b) guidance for educators, policymakers, and stakeholders as educators should effectively integrate values into their teaching methods, policymakers should establish these clear guidelines for values-based curricula, and stakeholders should offer support through resources and advocacy.

• To consider future research directions for long-term impact, cross-cultural studies, and teacher training.

Future research should focus on assessing the long-term impact of values-based education on students’ personal and professional lives, examining its influence on career success, societal well-being, and global citizenship. Comparative studies across different cultural and socio-economic backgrounds are needed to determine the adaptability and effectiveness of value-based education in diverse settings. In the end, more research should explore effective teacher training programs that prepare educators to deliver values-centered content and foster ethical development in students.

In conclusion, the coexistence of TES and MES presents both challenges and opportunities in the integration of value-based education. Lessons from the survey and literature review highlight the positive impact of values-based education on students, while recommendations emphasize the importance of standardized curricula and support from educators, policymakers, and stakeholders.

A. Survey questionnaire

Section 1: demographic information

1.1. What is your age?

18–24

25–34

35–44

45–54

55–64

65 or over

1.2. What is your gender?

Male

Female

Prefer not to say

1.3. What is your educational background?

High school

Bachelor’s degree

Master’s degree

Ph.D. or other advanced degree

Other (please specify)

Section 2: experience and preferences

2.1. Have you experienced education in both traditional and modern educational systems (TES and MES)?

Yes

No

2.2. Which educational system do you feel most familiar with or have spent the most time in?

Traditional educational system (TES)

Modern educational system (MES)

Both equally

2.3. What, in your opinion, are the key strengths of TES in comparison to MES? Why?

2.4. What, in your opinion, are the key strengths of MES in comparison to TES? Why?

Section 3: values in education

3.1. How important do you believe it is to integrate values such as empathy, tolerance, and cultural diversity into the education system?

Very important

Important

Neutral

Not very important

Not important at all

3.2. Do you think traditional educational systems place enough emphasis on teaching these values?

Yes

No

Not sure

3.3. Do you think modern educational systems place enough emphasis on teaching these values?

Yes

No

Not sure

3.4. What other values in your opinion are important for education today? Why?

Section 4: bridging the gap 4.1. In your opinion, what strategies or changes could be made to bridge the gap between TES and MES and create a more balanced educational model?

Section 5: overall impressions

5.1. Overall, do you believe it is possible to create a value-based educational system that successfully combines elements of both TES and MES?

Yes

No

Not sure

Section 6: additional comments

6.1. Is there anything else you would like to share or any additional comments related to traditional and modern educational systems?