The module, known as the Akhlak Nabawiyyah (ANa) Teaching Module, takes its name from the Arabic term for Prophetic character. It is built around five cardinal virtues drawn from the Sirah Nabawiyyah, the recorded life and traditions of the Prophet Muhammad: patience (ṣabr), diligence (ijtihād), compassion (raḥmah), honesty (ṣidq), and trustworthiness (amānah). Rather than treating these as abstract theological concepts, the module translates them into age-appropriate pedagogical activities—stories, songs, role-play, and structured daily routines—that align with how preschool children actually acquire moral understanding.

Moral education in early childhood is not a new idea, but the scientific consensus on its importance has hardened considerably in recent decades. Longitudinal research in developmental psychology has repeatedly shown that the years before formal schooling are a critical window for shaping emotional regulation, prosocial behaviour, and the rudimentary sense of fairness that underpins later civic values. Character education scholars such as Thomas Lickona and the research-driven frameworks advanced by Marvin Berkowitz and colleagues have argued that effective moral education requires deliberate, structured intervention rather than incidental modelling alone. The ANa module was designed with precisely this logic: to convert the moral content of Islamic tradition into a systematic, teachable, and assessable curriculum component.

The research team, led by Nur Adillah Ramly of Universiti Pendidikan Sultan Idris, together with Abdul Halim Masnan, Syaubari Othman, and Siti Nordarma Ab Rahman of University Sains Malaysia, faced a familiar problem in curriculum design research: how do you demonstrate that a new teaching module is actually fit for purpose before it is deployed at scale? Their answer was a two-part methodological architecture that borrows from programme evaluation theory and consensus-based expert validation.

The first pillar is the Context, Input, Process, Product (CIPP) model, an evaluation framework developed by Daniel Stufflebeam that has become a mainstay of educational programme assessment. CIPP forces designers to interrogate a curriculum from four angles. The Context dimension asks whether the module addresses a genuine need in its intended setting—in this case, Malaysian Islamic preschools operating under the national KSPK preschool curriculum standard. The Input dimension examines whether the resources, content, and materials are adequate and appropriate. The Process dimension evaluates whether the proposed teaching activities are feasible and coherent in real classroom conditions. Finally, the Product dimension considers whether the intended outcomes—the internalisation of the five target virtues—are realistically achievable through the module as designed.

The second pillar is the Modified Nominal Group Technique (NGT), a structured consensus method originally developed by Delbecq, Van de Ven, and Gustafson in the 1970s for programme planning. NGT is prized in educational and medical research because it balances the benefits of group deliberation against the pathologies of group dynamics. In its modified form used here, a panel of experts works partly in silence and partly in structured discussion, generating, ranking, and scoring evaluation items without allowing a single dominant voice to steer the outcome. This is a meaningful departure from conventional expert review, where a panel of evaluators discussing a curriculum face-to-face can fall prey to anchoring effects, hierarchy effects, and social pressure toward premature agreement.

For this study, the researchers assembled a panel of eight experienced Islamic preschool teachers, each with established credentials in early childhood education. The choice of practitioners rather than purely academic experts was deliberate: the question at hand was not whether the module was theoretically elegant but whether it could survive contact with real classrooms. The teachers evaluated the ANa module against the CIPP dimensions, rating items related to content relevance, structural organisation, cultural appropriateness, and practical applicability.

The results were striking in their consistency. The panel achieved expert agreement of at least 80 percent—a threshold widely treated as evidence of substantive consensus in NGT studies—across all major evaluation domains. The teachers endorsed the relevance of the module’s content to the moral development needs of preschoolers, its structural coherence as a teaching resource, its cultural suitability for the Malaysian Islamic preschool context, and, critically, its feasibility for everyday classroom implementation. In curriculum validation research, where expert panels frequently fragment over pedagogical philosophy or workload concerns, this level of agreement across all four CIPP dimensions suggests the module strikes a rare balance between doctrinal fidelity and practical teachability.

The methodological rigour matters because Islamic character education modules have often been developed and disseminated with limited formal validation. Previous Malaysian studies have noted both the promise of Islamic character education interventions and persistent gaps between module design and classroom implementation. By subjecting the ANa module to a structured consensus procedure anchored in an established evaluation model, the research team has produced something comparatively rare in the field: an evidence-based values education package whose claim to validity rests on documented expert judgment rather than assertion.

There is also a broader policy frame. The authors explicitly align the module with Sustainable Development Goal 4.7, the UNESCO education target that calls on education systems to ensure learners acquire knowledge and skills for sustainable development, human rights, gender equality, global citizenship, and appreciation of cultural diversity. At first glance, connecting a Prophetic tradition-based character module to a global citizenship agenda might seem like a stretch. But the underlying logic is coherent: values education that anchors children in a positive cultural and moral identity is increasingly understood as a foundation for the kind of engaged, tolerant citizenship that SDG 4.7 envisions. Children who internalise patience, compassion, honesty, and trustworthiness within their own cultural framework are, in principle, better positioned to engage respectfully with those outside it.

The developmental rationale for starting at preschool age is similarly grounded. Social learning theory, articulated by Albert Bandura, holds that children acquire behaviour patterns largely through observation and imitation of valued models. Preschool classrooms are among the most concentrated environments of adult modelling a young child will ever encounter, which makes them a uniquely efficient venue for virtue-based instruction. The ANa module’s designers leveraged this by embedding the five virtues in repeated, embodied routines rather than one-off lessons—consistency that behaviourists and character educators alike identify as essential for habituation at this age.

For educators and policymakers, the study’s practical significance lies in its portability. The validation framework itself—CIPP dimensions operationalised through a Modified NGT with practitioner panels—can be applied to other values-based curricula, whether religious or secular, in other national contexts. And the module offers Islamic schools, which educate tens of millions of children worldwide, a template for moving from well-intentioned moral instruction to systematically validated pedagogy. The authors position the work as a model that can be adopted and adapted by educators and authorities seeking to deepen values-based learning in early education settings.

Limitations remain, as they do in any validation study. Expert consensus, however rigorous, is not the same as demonstrated impact on children. The panel confirmed that the module is relevant, well-structured, culturally apt, and usable—but the next scientific step is controlled implementation research measuring whether preschoolers taught with the ANa module actually show measurable gains in patience, honesty, compassion, diligence, and trustworthiness compared with peers in conventional programmes. Such outcome studies would close the loop between design validity and educational effectiveness.

Still, the study arrives at a moment when governments and educators worldwide are reconsidering the place of character formation in early schooling, amid concerns about children’s emotional wellbeing and social cohesion in digital-era childhoods. By demonstrating that a faith-rooted moral curriculum can be validated with the same methodological tools used for mainstream educational interventions, the Malaysian team has made a contribution that reaches past Islamic education alone. It signals that the science of moral education—its models, its consensus methods, and its evaluation frameworks—matures precisely when it learns to speak to the full diversity of the classrooms it serves. For the youngest learners, whose moral worlds are being built one story and one routine at a time, that maturation cannot come soon enough.

Early childhood is a critical phase in human development, marked by rapid growth and learning. During this time, neural connections in the brain expand at an unprecedented rate, laying the groundwork for various cognitive functions, including morality. The study underscores the importance of this formative period, where experiences and environmental influences play a pivotal role in shaping a child’s moral framework. The authors argue that understanding the neural underpinnings of morality is crucial for parents, educators, and policymakers alike, as it can inform strategies to nurture moral development.

One of the key findings of the research is that specific neural circuits are intricately linked to moral cognition. These circuits, which involve regions of the brain responsible for empathy, decision-making, and social behavior, begin to develop early in life. By mapping these neural pathways, the researchers were able to elucidate how children’s interactions with their surroundings and the people in their lives contribute to their moral understanding. This advancement in neuroscience could have far-reaching implications for developmental psychology and educational practices.

The research also highlights the concept of moral dilemmas as vital learning opportunities for children. Faced with challenging situations that require ethical considerations, children learn to navigate complex social landscapes, developing critical thinking skills in the process. The researchers advocate for fostering environments where children can engage in discussions about morality, encouraging them to articulate their thoughts and feelings. Such dialogues not only enhance cognitive development but also strengthen emotional intelligence, thereby equipping children with the tools necessary for moral reasoning.

Furthermore, the study reveals the significant role of social interaction in moral development. Children are naturally inclined to seek connections with their peers, and these relationships are instrumental in shaping their moral compass. Through play and collaboration, children learn to negotiate, empathize, and resolve conflicts, all of which contribute to their understanding of fairness and justice. The researchers call for greater emphasis on cooperative learning experiences in early education settings to promote moral growth.

Interestingly, the findings suggest that exposure to diverse perspectives and cultural contexts can enrich children’s moral understanding. When children encounter differing viewpoints, they are challenged to reconsider their beliefs and assumptions. This cognitive stretching not only enhances critical thinking but also encourages empathy, allowing children to appreciate the complexity of human experiences. The authors emphasize the necessity of embracing inclusivity in educational curricula to support moral cognition across various demographics.

Another pivotal aspect of the research is the implication of parental involvement in moral development. Parents serve as primary role models for their children; their behaviors and attitudes significantly influence children’s perceptions of morality. By engaging in discussions about values, ethics, and responsibilities, parents can instill a strong moral foundation in their children. The study highlights the importance of nurturing a home environment where moral questions are openly addressed, further enriching the child’s understanding of morality.

Moreover, the researchers consider the impact of modern technology on moral cognition. In an age where children are constantly exposed to digital content, the study prompts a critical examination of how media shapes ethical perspectives. The rapid consumption of information can lead to superficial understanding, which may hinder the development of deeper moral reasoning. By advocating for mindful media consumption, the authors highlight the need for parents and educators to guide children in discerning moral dilemmas presented in digital narratives.

Additionally, the research draws attention to the implications of educational policy on moral development. As schools strive to equip students with academic knowledge, there is an increasing recognition of the need to incorporate moral education into curricula. The authors argue for policies that promote character education alongside academic achievements, fostering a holistic approach to childhood development. Such initiatives can cultivate a generation that not only excels in academics but also possesses strong moral integrity.

As the discourse surrounding artificial intelligence and technology continues to evolve, the research intriguingly examines how these advancements might influence future moral cognition. The authors express concerns and opportunities regarding the integration of AI into children’s lives. While technology holds the potential to enrich learning experiences, it also poses challenges in navigating ethical dilemmas inherent in AI interactions. The adaptability of children to these technologies necessitates ongoing research to understand their implications for moral development.

Crucially, the study emphasizes the importance of longitudinal research to deepen our understanding of how neural development intersects with moral cognition over time. By tracking children as they grow, researchers can gain insights into the dynamic interplay of biological, environmental, and experiential factors. This kind of comprehensive approach can illuminate key predictors of moral reasoning and help develop interventions that foster healthy moral development.

In conclusion, the intricate relationship between neural development and moral cognition during early childhood is a fascinating area of study that holds significant implications. As the brain matures, so too does a child’s ability to grasp ethical concepts and engage in moral reasoning. Understanding these developmental phases can empower parents, educators, and society to nurture positive moral frameworks in children, leading to a more compassionate and empathetic future. Through continued exploration and dialogue, we can pave the way for cultivating moral cognition that adapts to the complexities of our evolving world.

Subject of Research: Neural development in early childhood and the emergence of moral cognition.

Article Title: Neural Development in Early Childhood and the Emergence of Moral Cognition: A Developmental Perspective.

Article References:

Tambun, A.R.Y.T., Yudoko, G. & Aldianto, L. Neural Development in Early Childhood and the Emergence of Moral Cognition: A Developmental Perspective.
IJEC (2025). https://doi.org/10.1007/s13158-025-00449-x

Image Credits: AI Generated

DOI: 10.1007/s13158-025-00449-x

Keywords: neural development, early childhood, moral cognition, moral reasoning, empathy, education, social interaction, technology, parental involvement, ethical decision-making.