Promoting Moral Values and Improving Academic Achievement Through Sustainable Learning for University Students

Abstract

This study aims to identify the effect of using a problem-solving-based sustainable learning model in the Educational Guidance and Counseling course, aiming to promote moral values and enhance the academic achievement of Education Sciences students at the University of El Oued in Algeria. A quasi-experimental design was used to measure the effect on (38 students) divided into two groups: an experimental group (19 students) and a control group (19 students). Data were collected through a pre-test and a post-test of the moral values scale, in addition to an achievement test administered to both groups. The results reveal that the use of the problem-based sustainable learning method has a positive impact on students of Education Sciences in terms of promoting their moral values and improving their academic achievement. Finally, this study recommends the necessity of applying sustainable learning models in university teaching as a way to contribute to the process of improving the outcomes of the higher education system.

1. Introduction

The university has a significant place in society. It provides young learners with various knowledge and skills that enable them to access contemporary life. Moreover, it contributes to shaping the student’s personality by developing many traits and characteristics that help them build, understand, and appreciate themselves, and achieve high-level academic accomplishments.

A university student, at this stage of education, needs to feel a sense of belonging to their university, psychological safety within it, social interaction with its members, and psychological and cognitive engagement with the educational activities it offers. This is all to achieve their personal goals and academic successes and to pave the way toward their professional future.

For a university student to gain these benefits and more, the university must provide a safe and encouraging learning environment. This should be performed by utilizing all its components to serve the student and foster their psychological and academic growth, thereby ensuring the quality of their psychological and academic life.

Amidst these benefits and advantages that a student gains from university education, they thereby learn many moral and social values that help them in shaping their personality, enjoy their life, and utilize their energies and personal capabilities in ways that benefit themselves and those around them.

Undoubtedly, teaching values in the educational system should be offered in an integrated framework encompassing the three dimensions of values: cognitive, practical, and emotional. This requires diversifying teaching methods, employing extracurricular educational activities, and using multiple teaching media [1] (p. 7).

Moreover, the values of university faculty members have an impact on the teaching methods they use, on their students’ engagement, and on the overall quality of education [2].

Therefore, university professors should possess a scholarly attitude toward practicing values, and the process should not be conducted through preaching, guidance, or rote instruction. Rather, students must be given the opportunity to participate and take responsibility for the values required [3] (p. 395). This, in turn, requires attention to various learning activities.

The reality, however, is different as researchers observed behaviors among university students that reflect signs of negligence and indifference both inside and outside the classrooms. The lack of clarity in students’ goal orientations and the absence of a clear vision for their professional future are due to the lack of a pedagogical mentoring system that addresses their concerns, meets their various aspirations, and stimulates their motivation for learning and academic achievement. This has led to a decline in their academic performance and a deterioration in their moral values. As a result, many of them have resorted to adopting the persona of an indifferent and careless student who is unbothered by the events and situations occurring around them, showing little to no sense of social responsibility towards themselves or the university they belong to. This reality is also reflected in the findings of some Arab studies, which have highlighted the weak role played by universities and faculty members in promoting values among students. These studies have recommended that values be taught and integrated into curricula and educational activities [4] (pp. 219–220).

Based on this, researchers sought to explore convenient educational strategies to restore students’ psychological balance by re-engaging them in various educational activities within higher education. This aims to raise their academic achievement levels and immerse them in academic learning in a way that enables them to realize their potential and shape a roadmap for their academic and professional future, while preserving their moral and social values. This approach is grounded in the view of [5] on the new social role of universities, which involves promoting university values among students and working toward the development of a value system shared by all university members.

What may best meet all these requirements are educational strategies that support human values and are centered on active classroom participation between the teacher and students in the construction and learning of the lesson. Among these are sustainable learning strategies, which foster sustained scientific thinking among university students and promote continuous academic effort and achievement without fatigue or disengagement. These strategies can also enhance human relationships within the classroom environment.

Sustainable learning is considered a healthy, adaptive, and viable educational system—one that is functionally effective enough to endure over time, making this type of education a strong candidate for long-term implementation [6].

Furthermore, a sustainable learning model based on problem-solving can enhance the moral values of students in the field of educational sciences. It can help them achieve psychological and cognitive integration and find enjoyment in studying and learning. As a result, it contributes to satisfactory academic achievement by engaging them in collaborative and participatory groups for learning the course of Educational Guidance and Counseling. Through this process, students are trained to address educational problems and explore potential guidance interventions.

Accordingly, the study poses the following general research question:

What is the effect of sustainable learning on enhancing moral values and improving academic achievement among students of Educational Sciences in the course of Educational Guidance and Counseling?

1.1. Aims of the Study

The present study aims to foster moral values and enhance the academic achievement of Education Sciences students through the application of a problem-solving-based sustainable learning model in the course of Educational Guidance and Counseling.

1.2. Significance of the Study

The current study aims to represent a necessary requirement for teaching moral values through a sustainable learning model based on problem-solving in university teaching. This serves as a recommendation from educators emphasizing the importance of contemporary teaching strategies within the framework of sustainable development. The importance of the study also stems from the need to focus on the quality of outputs from the university system by strengthening moral values in students, in a way that aligns with the desired profile of university graduates to be introduced to society.

1.3. Conceptual Framework

1.3.1. Sustainable Learning

It is a teaching strategy that aims to establish the principle of sustainability among students, spread the values among educational institutions and society, and create a change in the educational culture by developing the theory of sustainability and practicing it in a critical manner. For this reason, sustainable learning is considered a new system that values and preserves human resources, enabling them to achieve human well-being in all its aspects [7]. It is also defined as an approach in which teaching is organized around the content of a subject, topic, or specific specialization [8].

1.3.2. Problem-Solving-Based Sustainable Learning Model

It is an approach that refers to employing creative thinking among students, especially since sustainability issues have reached a high level of complexity and ambiguity [9] (p. 77).

1.3.3. Moral Values

Moral values include the principles, beliefs, and ideals, or lifestyles that guide and direct behavior, and evaluate beliefs and actions. They are closely linked to the moral and personal elevation of individuals [10] (p. 14). They are considered the core of a student’s character and motivation for learning and academic achievement. As they form a pattern of self-regulation, they make the student more cautious in refining their behavior and presenting themselves in the best possible way.

1.3.4. Achievement

It refers to the Cumulative Grade Point Average obtained by second-year Education Sciences students in the Educational Guidance and Counseling course exam.

1.3.5. Educational Guidance and Counseling Course

The course evaluated is one of the courses studied in the speciality of Social Sciences at Algerian University. It is also considered one of the core requirements in the second year of the Education Sciences branch for obtaining a license degree in the following specializations: Guidance and Counseling, Special Education, and Educational Psychology.

1.4. Limitations of the Study

The study was conducted within the following limitations:

1.

Human Limitation: Education Sciences students.

2.

Spatial limitation: Faculty of Social and Human Sciences at El Oued University, Algeria.

3.

Time frame limitation: the second semester of the 2023/2024 academic year (from 20 January to 20 May 2024) and the first semester of the 2024/2025 academic year (from 20 September 2024, to 20 January 2025).

2. Materials and Methods

The study adopted a quasi-experimental design to examine the influence of the problem-solving-based sustainable learning model on Education Sciences students, in terms of promoting their moral values and enhancing academic achievement. The sample of the study was divided into two groups: an experimental group (which was taught using the problem-solving-based method) and a control group (which was taught using the traditional method).

2.1. Study Population and Sampling

A total of 85 male and female students of Education Sciences from the faculty of Social and Human Sciences at the University of El Oued, El Oued, Algeria, for the 2023/2024 academic year were included in the study population.

2.1.1. Pilot Study Sample

The pilot study sample included 39 male and female students selected randomly to validate the study instruments and verify their reliability when applied to the main sample.

2.1.2. Main Study Sample

It was selected using a cluster sampling method for both the control and experimental groups from the Department of Education Sciences at University of El Oued. An agreement was made with the experimental group to apply the problem-solving-based method in learning the Educational Guidance and Counseling course after it was explained to them, and their verbal consent to the educational contract was obtained.

Therefore, the main study sample included 38 male and female students distributed as follows:

It is evident from

Table 1. Sample group distribution.

Groups	Number	Percentage (%)
Experimental Group	19	50
Control Group	19	50
Total	38	100

that the percentages for both groups, experimental and control, were identical. Each group represents 50% of the total number of participants in the main study sample. Accordingly, the overall sample constituted 44.70% of the study population.

The implementation of the problem-based sustainable learning strategy in the instruction of the Educational Guidance and Counseling course was approved by the Committee of Ethics and Denology at the University of El Oued, as detailed in the approval report, and all procedures adhered to ethical guidelines for research involving human participants. A detailed explanation of the strategy and it simplementation is given in Appendix A.

2.2. Study Tools

2.2.1. Moral Values Scale

This study adopted the moral values scale developed in [11], which included 77 statements and 8 dimensions. In this study, four (4) dimensions were selected: affiliation (8 statements), collaboration (11 statements), assumption of responsibility (16 statements), and respect (12 statements). These dimensions are related to the sustainable learning model based on problem-solving, bringing the total number of items in the current scale to 47 statements. The scale also included three response options (strongly, moderately, and weakly), with corresponding scores of (3, 2, and 1) assigned to each. Accordingly, the total score on the scale ranges from a maximum of 141 to a minimum of 47. A high score indicates a high level of ethical values, while a low score reflects a lower level of ethical values among university students.

Some psychometric properties of the scale were assessed, as follows:

• Validity of the Scale

The validity based on the extreme group of the moral values scale was calculated, and the r value was estimated at 7.56, which is a high value indicating a strong level of validity for the scale. The internal consistency validity between the dimensions of the scale and the total score was also calculated. The results were as follows.

Table 2. The internal consistency between the dimensions and the moral values scale.

Dimension	Correlation Value
Belonging	0.69
Cooperation	0.58
Responsibility	0.87
Respect	0.72

demonstrates that the correlation coefficients between the total score of the moral values scale and the scores of its dimensions were high, indicating a consistent scale in its dimensions.

• Reliability of the Scale

The reliability of the scale was calculated using the split-half method, and the correlation coefficient was estimated at 0.57, an acceptable value that reflects the reliability of the scale. Additionally, the reliability was calculated using Cronbach’s alpha formula for the overall scale, and the reliability coefficient was found to be 0.68, which is also an acceptable value indicating the scale’s reliability.

2.2.2. Achievement Test for Educational Guidance and Counseling Course

One of the researchers developed a test to measure students’ achievement in the Guidance and Educational Counseling course, which is part of the second-year Bachelor’s program in Education Sciences. She followed the following steps in constructing and standardizing the test:

1.

Defining the purpose of the test:

The objective is to measure the cognitive aspects of certain scientific concepts, as well as the skill-based aspects of some counseling services and approaches that students learn in the Educational Guidance and Counseling course.

2.

Formulation of Test Items:

The test items were developed according to the intended learning objectives of the course. They were designed to align with the educational outcomes and to suit the academic level of the sample population. The test consisted of five short-answer essay questions.

3.

Determination of Test Instructions:

A set of instructions has been prepared to help students deal effectively with exam questions, taking into consideration the following:

• • The instructions should be simple, clear, and straightforward.
  • They should explain to the students how to answer the test items.
  • The time allocated for reading the instructions should not affect the test duration.

4.

The Pilot Testing of the Exam:

The researcher carried out the test by administering it to an exploratory sample of second-year students in the Educational Sciences program with the aim of determining the test duration and calculating its validity and reliability.

The objectives of the preliminary testing of the test were achieved as follows:

• a.

  Determining the test duration:

By recording the time taken by the first student to complete the test and the time taken by the last student, the test duration was determined using the following formula:

Test Duration = (First student finish time + last student finish time)/2 = (60 + 80)/2

Test Duration = 70 min

• b.

  Calculating the validity of the test:

Concurrent validity was calculated after attaching an equivalent version of the test. The correlation coefficient (r) was estimated at 0.35, which indicates an acceptable level of validity for the test.

• c.

  Calculating the reliability of the test:

The reliability coefficient of the test was calculated using the Kuder–Richardson Formula 20 (KR-20). The value of (r) was estimated at 0.87, which indicates a good level of reliability.

2.3. Application Procedures

The study application was conducted according to the following steps:

1.

Assessment of some psychometric properties of the moral values scale and of the achievement test.

2.

Verification of the normality assumption:

To verify the normality of the distribution for the study sample, the Shapiro–Wilk Test was applied. The calculated Z-value was found to be statistically non-significant at the 0.05 level, which confirms that the scores of the study sample are normally distributed. Therefore, it is appropriate to use parametric tests for subsequent statistical data analysis.

3.

Pre-application of the Moral Values Scale and the Achievement Test to ensure the equivalence of the control and experimental groups.

• a.

  Equivalence of the Control and Experimental Groups in the Moral Values Scale:

Based on the results of the control and experimental groups of the moral values scale, the researchers calculated the mean scores for each group.

Table 3. Significance of differences between the mean scores of the control and experimental groups in the pre-measurement of the moral values scale.

Scale	Group	Number	Arithmetic Mean	Standard Deviation	t-Value	Significance	Decision
Moral Values	control	19	120.00	7.81	0.67	0.50	Insignificant
	experimental	19	121.73	8.13

presents the results of the statistical (t-test) for pair wise comparisons based on the variable of moral values.

• b.

  Equivalence of the Control and Experimental Groups in Guidance and Counseling Course Achievement Test:

Based on the results of the control and experimental groups in the achievement test, the researchers calculated the mean scores for each group.

Table 4. Significance of the differences between the mean scores of the control and experimental groups in the pre-test of the Achievement Test.

Test	Group	Number	Arithmetic Mean	Standard Deviation	The Calculated t-Value	Level of Significance	Decision
Achievement Test	control	19	3.60	2.27	0.61	0.54	Insignificant
	experimental	19	3.18	1.95

presents the results of the statistical (t-test) for pairwise comparisons based on the variable of achievement in the Educational Guidance and Counseling Course.

It is apparent from the results in Table 4 that the t-value of 0.61 is non-significant, which means that there are no statistically significant differences between the control and experimental groups in the pre-test of the Educational Guidance and Counseling Course. This indicates that the two groups were equivalent before the experiment was conducted, ensuring that this factor did not affect the study’s results.

4.

Teaching the Education Guidance and Counseling Course Using the Problem-Solving-Based Sustainable Learning Model:

The course was taught during the second semester of the 2023/2024 academic year (from 20 January to 20 May 2024), two sessions per week. The first session was delivered as a theoretical lecture presented by the teacher, while the second session was presented as a tutorial session in groups by the students. Some of these groups were assigned to carry out their practical work using the conventional method, which involved student groups conducting research and presenting their findings to their peers for discussion and evaluation.

Other groups, however, completed the work using the problem-solving-based approach in cooperative and participatory groups as follows:

In the first meeting, the teacher and students get to know each other in a welcoming and friendly atmosphere. During this session, they agree on the educational contract in all its aspects—including verbal consent to participate in the experience and comply with its conditions, agreement on the method of group work, understanding the assessment approach for educational activities, setting classroom rules, and committing to mutual acceptance and respect among all participants.

The class is then divided into small groups (3 to 4 students per group), allowing them to freely choose their group members to enhance their sense of safety and psychological comfort in the classroom. Together, they will work collaboratively to complete the required educational activities related to the services and curricula of Educational Guidance and Counseling.

Prior to commencing any activity, students are provided with clear instructions. A suitable time frame for thinking and completion (approximately 40 min) is allocated for task completion. Following this, a representative from each group presents a report summarizing the activity outcomes. The presentations are then discussed collectively with peers and subsequently evaluated by the instructor.

The problem-solving-based learning approach is implemented with the experimental group, following a structured set of steps as outlined in [9] (p. 77):

1.

Determining or Selecting a Convenient Topic for Discussion: The teacher presents to the cooperative groups a prevalent educational problem in a specific school environment, framed as a real-life story. Examples of such issues might include lack of school discipline, morning tardiness, test anxiety, or low academic achievement.

2.

Analyzing the Proposed Problem: Students are asked to research the causes and factors that contributed to the emergence and spread of this problem (i.e., diagnosing it), with the goal of offering possible solutions.

3.

Assigning Roles to Each Student: Here, roles and personalities naturally emerge. Leadership roles and follower roles manifest harmoniously within each group, based on the shared objective and collective success.

4.

Searching for Possible Solutions to the Problem: This involves proposing possible guidance interventions that can reduce or resolve the presented issue.

5.

Determining the Areas of Guidance Intervention according to the Educational Guidance and Counseling programs: developmental, preventive, and therapeutic.

6.

Classifying and Critically Evaluating the Data to Reach Sound Conclusions: This step involves organizing the proposed intervention methods according to the previously defined categories and evaluating their impact on the student and the educational environment in which they live.

7.

Applying the Valid Results: This means anticipating the future dimensions of the problem, proposing supportive measures for solving it, and operationalizing the counseling interventions to ensure they are applicable in a real-world setting.

8.

Preparing the Report: All these steps are compiled into a dedicated report, which is then presented in class by a representative from each group. The reports are discussed collectively, and their effectiveness in real settings and legal applicability within the educational institution are evaluated by the school counselor.

9.

Identifying Lessons Learned: The most creative intervention methods are highlighted and given additional moral reinforcement. The teacher summarizes the key conclusions drawn from the topic and may provide additional enrichment material—such as referring to a useful source on the problem, suggesting further methods not presented by the groups, or sharing a real-life experience drawn from their professional background or from case studies reviewed while preparing for the lesson.

All lessons are conducted in this manner, and students take a teacher-designed achievement test at the end of the semester as the course’s final evaluation.

2.4. Statistical Processing

Parametric statistical methods were applied after testing the normality of each hypothesis individually, using the Statistical Package for the Social Sciences (SPSS), version 25.0.

The following statistical methods were applied:

-

t-test to determine the significance of differences between the means of two independent samples.

-

t-test to determine the significance of differences between the means of two dependent samples.

-

Eta square (η²) to measure effect size.

3. Results and Discussion

After administering the two research instruments to the sample participants, the results were presented and discussed according to the sequence of the study’s hypotheses.

3.1. First Hypothesis Results

The first hypothesis states the following.

There are statistically significant differences between the mean scores of the control and experimental groups in the post-test of the moral values scale, in favor of the experimental group. The collected data were processed and are presented as follows.

The results, as seen in

Table 5. Significance of differences between the mean scores of the control and experimental groups in the post-test of the moral values scale.

Variables	Control Group n = 19		Experimental Group n = 19		The Calculated t-Value	Level of Significance	ETA Square η2	Effect Size
	$\stackrel{-}{\mathrm{x}}$	σ	$\stackrel{-}{\mathrm{x}}$	σ
Belonging	20.36	1.80	21.52	1.67	2.05	0.05	0.10	Medium
Cooperation	24.94	2.93	28.26	1.88	4.14	0.01	0.32	Large
Responsibility	37.52	2.85	43.21	2.04	7.05	0.01	0.58	Large
Respect	31.52	2.67	34.36	0.95	4.36	0.01	0.34	Large
Moral Values	114.36	5.07	127.36	3.71	9.00	0.01	0.69	Large

, indicate that t-value for belonging dimension (2.05) is statistically significant at the level of 0.05, reflecting a medium to acceptable effect size. This suggests that members of the collaborative groups feel a sense of team spirit and mutual trust, which contributes to their success in completing the tasks assigned to them.

The t-value for the cooperation dimension (4.14); was also estimated, indicating a statistically significant value at the level of 0.01 with a large effect size, which is a positive indicator of the group members’ engagement in collaborative work and their productive classroom interaction aimed at solving problems in a cooperative, distinct and participatory environment.

Moreover, the high t-value (7.05) for the responsibility dimension, with a large effect size, is clear evidence of the cohesion of the cooperative groups and the commitment of their members to their assigned tasks. It also reflects their discipline in performance and their collective sense of the value of success and excellence within a competitive classroom environment that stimulates their energy and abilities.

The value of respect (4.36) is also high and positive, with a large effect size, indicating the cooperative team harmony and their agreement on the principles of collaborative work, as well as their commitment to the terms of the learning contract based on mutual respect among members and unconditional acceptance of one another, in addition to fostering understanding and trust among the students.

The results in the table also reveal that the t-value for the moral values (9.00) is statistically significant at the level of 0.01, which confirms that there are statistically significant differences between the mean scores of students in the control and experimental groups in the post-measurement of the moral values scale, in favor of the students in the experimental group. This indicates that the implementation of the sustainable learning model based on problem-solving led to the experimental group students outperforming in the post-measurement of the moral values scale across its various dimensions, compared to the control group students who were taught using the conventional method.

The ETA square was calculated to determine the effect size of sustainable learning on the moral values of students reaching (η² = 0.69), which is higher than the cutoff value of 0.14. This means that the effect size is large, and the implementation of the sustainable learning model based on problem-solving has a significant impact on promoting moral values among the experimental group students. It reflects the importance of cooperative teamwork in promoting moral values among cooperative groups, including values such as a sense of belonging to the group, cooperation among its members in solving educational problems, and sharing responsibility in success or failure, in an atmosphere of respect and understanding aimed at achieving success. This is the goal of university education and the mission of the university, which seeks to prepare its students to serve and contribute to the development of their society.

Undoubtedly, the moral values are the objective of any educational institution. The role of educational institutions in instilling moral values in students was emphasized in the study [12] (p. 50). Thus, it is important to establish a miniature society in our schools, or a preliminary social life that is active in its various professions, reflecting the life of a larger community. This view is supported by the results in [13], which pointed out the importance of transmitting the desired positive values to future generations. They emphasized the need for universities to reconsider their mission and to give greater importance to processes related to the transmission of values and their implementation in educational activities.

If learning is collaborative and participatory among small groups of students to solve educational problems—by suggesting possible guidance intervention methods to reduce or eliminate them—moral values will be prominently manifested in the students’ behavior within the classroom.

The effect of values on teaching goes beyond the intended values included in textbooks [14] (p. 29). This aligns with the goals of sustainable learning advocated by modern educational systems in the 21st century.

3.2. Second Hypothesis Results

The second hypothesis states that there are statistically significant differences between the mean scores of the control group students in the pre-test and the mean scores of the experimental group students in the post-test of the achievement test, in favor of the experimental group students.

The collected data were processed and are presented as follows (

Table 6. Significance of the mean scores of the control group students in the pre-measurement and the mean scores of the experimental group students in the post-test of the achievement.

Control Group n = 19		Experimental Group n = 19		The Calculated t-Value	Level of Significance	ETA Square η2	Effect Size
$\stackrel{-}{\mathrm{x}}$	σ	$\stackrel{-}{\mathrm{x}}$	σ
3.6	2.27	13.13	0.83	17.17	0.01	0.31	Large

).

It is evident from the results in the table that the t-value (17,17) is significant at the level of 0.01. This confirms that there are statistically significant differences between the mean scores of the control group students in the pre-test and the mean scores of the experimental group students in the post-test of the achievement test, in favor of the experimental group. This indicates that implementing the sustainable learning model based on problem-solving led to the experimental group students outperforming the control group students, who were taught using the conventional method, in the post-test of academic achievement.

Accordingly, to determine the effect size of sustainable learning on students’ achievement, ETA square was calculated, reaching η² = 0.31, which is greater than the threshold value of 0.14. This indicates a large effect size and that the implementation of the sustainable learning model based on problem-solving has a significant impact on improving the academic achievement of the experimental group students.

The success of this sustainable learning model may be attributed to the alignment between the nature of the educational activities proposed by the teacher and the interests of the cooperative groups. Their positive engagement and scientific mindset, along with their creativity in collaboratively solving the problems presented to them, contributed to the richness of the information they produced. This knowledge became a substantial academic asset reflected in their performance on the post-test conducted at the end of the semester.

The enthusiasm of the experimental group students to work in collaboration and cooperation as small groups also contributes to enhancing their academic achievement. Moreover, their healthy competition with one another in an atmosphere of psychological safety within the classroom further contributed to the emergence of positive outcomes, unlike the academic performance of the control group members.

3.3. Third Hypothesis Results

The third hypothesis states that there are no statistically significant differences between the post-test and the follow-up test scores of the experimental group students on the moral values scale.

The results of the research on the statistical significance of the difference between the post-test and follow-up mean scores of the experimental group on the scale are shown in the following table:

Results in

Table 7. Significance of the differences between the post-test and follow-up measurements of the experimental group’s mean scores on the moral values scale.

Variables	Post-Test n = 19		Follow-up n = 19		The Calculated t-Value	Level of Significance
	$\stackrel{-}{\mathrm{x}}$	σ	$\stackrel{-}{\mathrm{x}}$	σ
Belonging	21.52	1.76	22.94	1.02	2.67	0.01
Cooperation	28.26	1.88	27.36	3.35	1.02	0.31
Responsibility	43.21	2.04	43.73	2.30	0.80	0.43
Respect	34.36	0.95	35.31	1.05	2.96	0.01
Moral Values	127.36	3.71	129.36	6.18	1.25	0.22

reveal that the t-values related to the dimensions of moral values vary in their level of significance, as there are statistically significant differences between values such as belonging and respect among the experimental group students between the post-test and the follow-up test, in favor of the follow-up test. This may reflect the level of familiarity that developed among the students within the classroom, along with their consistent presence during the first semester of the new academic year (2024–2025), which contributed to their academic adjustment and social integration. This, in turn, reinforced their sense of belonging to the group and strengthened the value of respect among them.

However, there are no statistically significant differences between the values of cooperation and responsibility among the experimental group students between the post-test and the follow-up test. This indicates the stability of the sustainable learning model based on problem-solving and the consistency of its effect on the sample members after the experiment.

For the moral values variable, the results show that there are no statistically significant differences among the students of the experimental group between the post-test and the follow-up test, where the t-value (1.25) was not significant at the 0.05 significance level. This indicates that the implementation of sustainable learning models based on problem-solving led to the stability of the experimental group students’ scores in the follow-up test of the moral values scale until the end of the first semester of the third year of the Bachelor’s program (2024–2025). This shows the continued effect of the effective experiment of the sustainable learning in improving the moral values among the students of the experimental group, and the persistence and deep-rooted impact of the strategy on their personalities over the medium term, despite the passage of eight months since its implementation and the variety of university courses—which may not promote positive ethical values due to their boring delivery methods that cause students to skip classes and be absent from their lessons.

The results of this study are consistent with the findings reported in [15] that students in their final years of university studies tend to be more engaged with values, have a broader perspective, and show a greater tendency to acquire diverse values.

Moreover, the teacher’s leadership in guiding this type of educational activity, along with effectively directing the cooperative groups to stay focused on the lesson objectives, closely monitoring their progress, and providing motivating instructions each time to help adjust their learning path, as well as making the best use of the available time to complete the required reports, all likely enrich the students’ value system with additional values such as discipline in collaborative work, consultation among group members, careful consideration in presenting appropriate solutions, and a collective sense of achievement and success.

In the same vein, a teacher’s style characterized by warmth and friendliness leads to harmony and alignment between the teacher’s values and those of the students [14] (p. 9). Therefore, these noble moral values are capable of being firmly instilled in the student’s mind and can help modify many of their negative behaviors, such as hesitation in identifying possible counseling interventions, rushing to present them, lack of enthusiasm to understand their peers’ responses, and indifference toward their evaluation of the proposed interventions.

3.4. Fourth Hypothesis Results

The fourth hypothesis states that there are no statistically significant differences between the post-test and the follow-up measurement scores of the experimental group students on the achievement test as presented in the following table:

The results in

Table 8. Significance of the differences between the post-test and follow-up measurements of the experimental group’s mean scores on the achievement test.

Post-Test n = 19		Follow-up Measurement n = 19		The Calculated t-Value	Level of Significance
$\stackrel{-}{\mathrm{x}}$	σ	$\stackrel{-}{\mathrm{x}}$	σ
13.13	0.83	13.39	2.11	0.75	0.45

show that the t-value (0.75) is not significant at the level of 0.05, which reveals that there are no statistically significant differences between the post-test and the follow-up measurement of the achievement test among the experimental group. This indicates that the implementation of sustainable learning based on problem-solving led to the stabilization of the experimental group’s scores in the follow-up assessment of the achievement test in the Educational Guidance and Counseling course. This could be attributed to the sustained spirit of competition among the students and their high level of motivation to achieve high results, in addition to the continuity of the same instructor in the subsequent semester, who maintained a level of enthusiasm comparable to that demonstrated in the preceding term.

The stabilization of positive moral values among students can foster interpersonal relationships within the classroom and nurture a sense of responsibility to sustain their strong academic level and achievement. This aligns with the study [14], which pointed out the significant role of values in defining the nature and quality of the relationship between the teacher and the students. A positive teacher–student relationship, coupled with the teacher’s increased acceptance of students, contributes to greater engagement in academic activities, as well as improved creativity and academic performance.

4. Conclusions

This study concludes with the following.

1.

There are statistically significant differences between the mean scores of the control and experimental groups in the post-test of the moral values scale in favor of the experimental group.

2.

There are statistically significant differences between the mean scores of the control group students in the pre-test and the mean scores of the experimental group students in the post-test of the achievement test, in favor of the experimental group students.

3.

There are no statistically significant differences between the post-test and the follow-up test scores of the experimental group students on the moral values scale.

4.

There are no statistically significant differences between the post-test and follow-up measurement scores of the experimental group students on the achievement test.

Based on the findings, the use of a problem-solving-based sustainable learning model in teaching the Educational Guidance and Counseling Course had a positive impact on second -year Education Sciences students at El Oued University in Algeria, particularly in promoting their moral values and enhancing their academic achievement.

Recommendations and Suggestions

In light of the findings of the study, the following recommendations can be proposed:

-

Training faculty members on how to implement sustainable learning models in the classroom, with the goal of enhancing students’ academic performance.

-

It is essential to equip classrooms to support the implementation of sustainable learning models, ensuring their successful application and the attainment of the desired level of effectiveness.

The present study also suggests some proposals for future research on the topic:

-

A wide study population and sampling, and measuring the impact of using problem-based sustainable learning in improving the positive moral values and enhancing the academic achievement of university students.

-

More studies on designing sustainable learning models, demonstrating their effectiveness in promoting moral values and enhancing the academic achievement of university students in various courses, across different educational levels and academic disciplines.