Abstract
This qualitative study examines how values-based education shapes students’ everyday behavior in Kazakhstani secondary schools. Although previous research has highlighted the role of values-based education in promoting ethical literacy and character formation, less is known about how students actually interpret and apply these values in their daily school and social lives. To address this gap, the study explores how moral, social, and academic values are understood, experienced, and enacted by students in secondary school settings.The study employed a phenomenological design. Data were collected through semi-structured individual interviews with students and teachers from three secondary schools, as well as focus group discussions with students. The data were analyzed thematically to identify recurring patterns related to students’ moral reasoning, interpersonal relationships, and behavioral choices.The findings show that values-based education contributes to the development of students’ moral identity, responsibility, and ethical behavior both inside and outside the classroom. Participants emphasized that teacher modeling, supportive teacher–student relationships, and peer collaboration were central mechanisms through which values were learned and practiced. At the same time, the study identified several challenges, including digital distractions, peer pressure, and inconsistencies between school and family value messages.The study concludes that values-based education is most effective when it moves beyond formal instruction and is embedded in experiential, relational, and context-sensitive pedagogical practices. The findings have implications for ethics education, service learning, and culturally responsive pedagogy in contemporary secondary education.