Abstract
This study aimed to construct and evaluate a methodological framework that would allow pre-service teachers to effectively cultivate a variety of moral skills and values in students in Grades 10 and 11 in the Senior Level in Kazakhstan. A total of 72 third- and fourth-year pre-service social educators and educational psychologists enrolled in an elective course and module ‘The Contemporary Moral Education in Kazakhstan’, which consisted of pedagogical and practical components. The course curriculum covered three distinct approaches: teaching through narrative, problem-oriented teaching, and moral competence promotion. The content (i.e. cinematographic, religious, and educational materials) of the course was geared toward interpreting moral values through the prism of selected pedagogies. After taking the course, students were asked to implement one of the suggested approaches during their three-month practicums in schools. The research instrument of the study was the Moral Development Interview Inventory (MDII). The results revealed a significant improvement in the moral development level of children after the intervention (p = 0.002, at p ≤ 0.005). No statistically significant differences were observed between the approaches (p = 0.108, at p ≤ 0.005), indicating that neither was more effective than the other. The present finding may be useful to teachers, secondary and higher educational institutions, parents, instructional designers, and other stakeholders in the field of moral education.