Keywords
cultural awareness
capability for change
educational values
personal values
organizational capability
How to Cite
Number of views: 21
Number of downloads: 18
Abstract
In the context of rapid societal and educational transformation, this study explores the influence of educational values on teachers’ personal, professional, organizational capabilities, and their capability for change. Educational values reveal the goals of education in both individual and collective terms. The individual responsibility of the teacher for affirming and implementing value learning becomes relevant, as well as the awareness of values, since a person can act in accordance with their own values without even being aware of them. The aim of this study is to characterize theoretical perspectives on the processes of value acceptance, affirmation, and implementation within contemporary educational contexts, and to empirically investigate the extent to which educational values influence teachers’ personal, professional, and organizational capabilities, including their capability for change. The study employs a quantitative approach with a survey of 169 Latvian teachers assessing the perceived impact of education on self-awareness, creativity, well-being, and societal development. Results indicate that while teachers recognize the value of education in enhancing personal growth and societal contribution, challenges remain in fostering creativity, openness to change, and public support for the profession. The findings underscore the importance of aligning educational values with policy, cultural awareness, and lifelong learning to strengthen teachers’ capability frameworks. The study concludes that values are central to educational transformation, influencing not only teaching practices but also the broader mission of education in shaping resilient, inclusive, and forward-looking societies. The data analysis highlights that cultural awareness and the creation of a knowledge society become important values for achieving the goals of education, justifying their importance not only to students and teachers, but also to society as a whole.
References
Aavik, T. & Allik, J. (2002). The structure of Estonian personal values: A lexical approach. European Journal of Personality, 16, 221-235.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Chan, D.W. (2005). Counseling values and their relationships with self-efficacy among Chinese secondary school teachers in Hong Kong. Counselling Psychology Quarterly, 18(3), 183-192.
Council of the European Union. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning. Official Journal of the European Union, 61(C 189), 1–13. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32018H0604%2801%29
De Wet, T. & Rothmann, S. (2022). Perceived 21st-century competencies as capabilities of secondary school teachers in a South African context. SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 48, 1-12.
Galagan, P., Hirt, M., & Vital, C. (2019). Capabilities for Talent Development: Shaping the Future of the Profession (What Works in Talent Development). Association for Talent Development.
Gougoulakis, P. & Christie, M. (2012). Popular education in times of societal transformation – A Swedish perspective. Australian Journal of Adult Learning, 52(2), 237-256.
Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. Routledge.
Hajizadeh, M., Shabani, A. H., & Bakhtari, N. (2016). Surveying the relationship between happiness, self-efficacy and vocational capability of elementary school teachers. Academic Journal of Psychological Studies, 5(2), 139-151.
Iversen, V. (2005). Intra-household inequality: A challenge for capability approach. In B. Agarwal, J. Humphries, & I. Robeyns (Eds.), Amartya Sen’s work and ideas: A gender perspective (1st ed., pp. 95–118). Routledge.
Koc, S. & Yayla, A. (2022). Values Lost in Society in the Eyes of Academics. International Education Studies, 15(5), 21-27.
Littlewood, W. (1991). Curriculum design. In R. Bowers & C. J. Brumfit (Eds.), Applied linguistics and language teaching (pp. 11–22). Macmillan; The British Council.
Mandikonza, C. (2022). Collaborative learning experiences and development of capabilities among first-year pre-service teachers learning Cell Biology concepts. Social Sciences & Humanities Open, 5(1): 100254.
Matthews, P. (2014). Capability at work: How to solve the performance puzzle. Three faces publishing: Milton Keynes.
Ministru kabinets. (2021, 22. jūnijs). Par Izglītības attīstības pamatnostādnēm 2021.–2027. gadam (Rīkojums Nr. 436). Likumi.lv. https://likumi.lv/ta/id/324332-par-izglitibas-attistibas-pamatnostadnem-20212027-gadam
Nagarajan, R. & Prabhu, R. (2015). Competence and Capability – a New Look. The International Journal of Management, 6(6), 8-12.
Nolan, A. & Molla, T. (2021). Building teacher professional capabilities through transformative learning. Asia-Pacific Journal of Teacher Education, 49(4), 450-465.
New South Wales Public Service Commission. (2020). The NSW Public Sector Capability Framework (Ver. 2). https://www.psc.nsw.gov.au/assets/psc/documents/capability_framework_v2_2020.pdf
Nussbaum, M. C. (2000). Woman and Human Development. Capabilities Approach. Cambridge University Press.
Ornstein, A. C. & Hunkins, F. P. (2018). Curriculum: foundations, principles and issues, 7th ed. Pearson.
Robeyns, I. (2017). Wellbeing, freedom and social justice: the capability approach re-examined. Open Book Publishers.
Rokeach, M. (1973). The Nature of Human Values. Free Press Rokeach.
Sangeetha, N. R., Ali, R., Sukumar, B., Saha, S., & Chatterji, D. (2025). Challenges and role of modern education systems and benefits for society, nation building, and importance. ShodhKosh: Journal of Visual and Performing Arts, 5(1), 715–722.
Sen, A. (1999). Development as freedom. Oxford University Press.
Schwartz, S. H., Cieciuch, J., Vecchione, M., Davidov, E., Fischer, R., Beierlein, C., Ramos, A., Verkasalo, M., Lönnqvist, J.-E., Demirutku, K., Dirilen-Gumus, O., & Konty, M. (2012). Refining the theory of basic individual values. Journal of Personality and Social Psychology, 103(4), 663-688.
Schwartz, S. H. (1992). Universals in the content and structure of values: Theory and empirical tests in 20 countries. Advances in experimental social psychology, 25, 1-65.
Spicker, P. (2009). The nature of a public service. International Journal of Public Administration, 32(11), 970-991.
The Organisation for Economic Co-operation and Development. (2018). The future of education and skills: Education 2030 (EDU/EDPC(2018)45/ANN2). https://one.oecd.org/document/EDU/EDPC(2018)45/ANN2/en/pdf
The Organisation for Economic Co-operation and Development. (2023). The OECD Learning Compass 2030. https://issuu.com/oecd.publishing/docs/e2030-learning_compass_2030-concept_notes?fr=xKAE9_zU1NQ
United Nations Educational, Scientific and Cultural Organization. (2022). Transforming education together for just and sustainable futures: Statement from the International Commission on the Futures of Education. https://unesdoc.unesco.org/ark:/48223/pf0000381984
United Nations. (2022). Transforming education: An urgent political imperative for our collective future. Vision statement of the Secretary-General on transforming education. https://transformingeducationsummit.sdg4education2030.org/system/files/2022-09/sg_vision_statement_on_transforming_education.pdf
Walker, M. & Unterhalter, E. (2007). Amartya Sen’s capability approach and social justice in education. Palgrave Macmillan.
Wilson-Strydom, M. & Walker, M. (2015). A capabilities-friendly conceptualisation of flourishing in and through education. Journal of Moral Education, 44(3), 310-324.
Ye, L. (2021). Rebuild classroom teaching values. Best Evidence in Chinese Education, 8(2), 1131-1141.
License
Copyright (c) 2026 Tetiana Konovalenko, Maija Ročāne, Pāvels Jurs, Dina Bethere, Svetlana Usča
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Manuscript authors are responsible for obtaining copyright permissions for any copyrighted materials included within manuscripts. The authors must provide permission letters, when appropriate, to the Society Register Editors. In addition, all published papers in Society Register are published under a Creative Commons Attribution-NonCommercial 4.0 International License. Authors retain copyright and publishing rights to their articles, granting the journal the right to distribute them under the terms of the CC BY-NC 4.0.
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern CC BY-NC 4.0 as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY-NC 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.