As artificial intelligence reshapes information access and decision-making, higher education institutions are being urged to place greater emphasis on values-based education (VBE) to prepare students for the ethical challenges of the modern workforce. Experts stress that, alongside academic and professional skills, universities must develop students’ character to navigate increasingly complex and digitally connected environments.
The Malaysian Qualifications Agency (MQA) has recently enhanced its requirements for integrating VBE into university programmes under the second edition of the Malaysian Qualifications Framework, which came into effect on August 1. This initiative aims to foster strong values among students, promote social cohesion, and encourage positive contributions to society.
Prof Malissa Maria Mahmud, dean of the School of Education at Sunway University, noted that with the rise of generative artificial intelligence, students now face an abundance of information. She emphasized that having access to information is insufficient without the ability to critically evaluate its reliability, fairness, and accountability. Prof Malissa highlighted that ethical judgment is essential, explaining that academic competence alone does not fully prepare graduates for professional responsibilities, citing the example of educators who may have strong subject knowledge but could cause harm if lacking in empathy and fairness.
As decisions increasingly rely on technology and can be rapidly implemented at scale, students must be given opportunities to practice ethical decision-making before entering professional environments. Prof Malissa also pointed out the growing significance of values such as integrity, empathy, accountability, and respect in workplaces that are more culturally diverse and interdisciplinary.
Ng Shan Na, head of counselling services and student welfare at Taylor’s University, said universities serve as critical transitional spaces where students develop their identity and exercise judgment and responsibility for their decisions. Both experts agreed that teaching values cannot be limited to classroom lectures but must be woven throughout curricula, assessments, co-curricular activities, and institutional culture.
Prof Malissa advocated for embedding authentic experiences such as ethical dilemmas, simulations, community projects, and industry placements, which require students to navigate complexity, justify their decisions, and reflect on the consequences of their actions. Similarly, Ng cited initiatives like Taylor’s University’s Impact Labs and peer counselling programmes as practical avenues for students to apply values in real-world contexts, reinforcing concepts like empathy and kindness through action.
The experts also stressed the importance of observing whether values translate into daily behaviour. Ng identified academic integrity, punctuality, fulfilling commitments, and supportive peer interactions as key indicators. Assessment of VBE should focus on observable conduct and ethical reasoning quality, using tools such as reflective portfolios, transparent rubrics, and feedback from peers and community partners.
University staff play a pivotal role in modelling values. Prof Malissa emphasized that students learn not only from formal teaching but also from how lecturers manage authority, handle disagreements, provide feedback, and admit mistakes. She underscored that fostering ethical reasoning requires creating spaces for open dialogue and respectful disagreement while maintaining consistency and transparency.
Recognizing that embedding values throughout university life is a collective responsibility, Prof Malissa cautioned that lecturers need institutional support, professional development, and access to student services. She concluded that leadership at all levels must exemplify the values they seek to instil in both staff and students.