A theoretical framework of multicultural character education.

This is my PhD project (2022 to 2025), titled ‘Well-being and Character Education: Developing a Multiculturally Sensitive Neo-Aristotelian Character Education Framework,’ which bridges virtue ethics, developmental psychology, social psychology, and educational theories. This project also draws on empirical data from teachers in the UK, Taiwan, and Slovakia to ground the framework with empirical insights. Here are four articles that have been officially published from this project:

Lu, Y. C., & Kristjánsson, K. (2026). Teaching multicultural character education in the classroom: a five-stage teaching strategy. European Journal of Teacher Education, 1–21. https://doi.org/10.1080/02619768.2026.2676678

Lu, Y. C. (2025). Exploring virtue diversity to develop a multiculturally sensitive character education. Ethics and Education, 21(1), 15-31. https://doi.org/10.1080/17449642.2025.2602982

Lu, Y. C. (2025). Exploring multicultural sensitivity in character education: Qualitative study comparing teachers’ views on character education in Taiwan and the UK. Journal of Character Education, 21(1-2), 60–75. https://doi.org/10.1108/JCED-08-2025-0006

Lu, Y. C. (2025). The compatibility of character education and citizenship education in Aristotelian approaches to moral development. Journal of Moral Education, 54(4), 710–724. https://doi.org/10.1080/03057240.2024.2354746

Three additional articles are currently under review. While the framework has demonstrated promising academic recognition through publications, I am currently looking to add a technology and in-depth social psychology viewpoint to delve into the relationship between teachers' and students' multifaceted identifications and their moral reasoning processes, and to explore whether technology plays a role in this process. If you have a background in social psychology, education, or technology, please contact me for potential research project collaboration.