An education that prepares an individual for life should provide the person with the cognitive ability as well as the method to transform knowledge into an application plan and the affective, social and behavioural factors that will be necessary to implement the plan. This necessity between knowledge and practice has been seen as a deficiency in today’s educational discussions, and a solution to this situation has been sought through skill-based education. In this type of education, skill, which undertakes a unifying task between knowledge, attitude and behaviour, draws attention as a concept that can fill the gap between knowledge and practice in terms of value education. The concept of skill basically emphasizes the transformation of the act of knowing into practice with all its components. In the process of applying values to life, there are many cognitive, affective, social and behavioral skills that will enable a person to decide on a moral principle and value, to be motivated to implement his decision, to transform his decision into behavior in the social environment and to continue this behavior. As a complex concept that is subject to education in different ways, skill clearly specifies what a person should do, taking into account the process, and takes the place of goals and achievements in education. In this direction, the skills targeted in education represent a long developmental process. In terms of the process of applying values to life, there are many cognitive, affective, social and behavioural skills that will enable the individual to decide on a moral principle and value, to be motivated to implement the decision, to transform the decision into behaviour in the social environment and to maintain this behaviour. Based on this, the main question of our study is which skills should be utilised in the field of value education. In Turkey, the issue of values and teaching in skill-based education, which has been mentioned since the early 2000s, has just begun to be addressed. In Meydan’s study, which is one of the limited studies on the subject, developing moral personality is seen as the ultimate goal of values education and a model of the skills and competence indicators that will form this personality is created and the need to test this model with field data is pointed out. As a matter of fact, innovations in curricula, analyses on previous programs and teachers’ opinions necessitate a search for how to teach values in a skill-based model as an important component of the education system. In this regard, the aim of this study is to determine the skills and sub-skills that should be focused on in a skill-based value education. In this study using Delphi technique, the items related to moral skills in the model developed by Meydan and renewed based on the opinions of 25 field experts were purified, the model was restructured based on the literature and the opinions of the experts in the Delphi study group, and skills and competency indicators that can be used in value education were defined for a draft curriculum. In this process, firstly, an expert group consisting of academicians and teachers in different fields such as educational sciences, religious education, value education, social studies teaching, PDR, preschool, psychology, moral philosophy was formed. In the first round, the questionnaire form consisting of a total of 23 sub-skills under the 3 basic skills, namely cognitive, affective and social-behavioral skills was presented to 71 experts for evaluation. 64 experts responded to the first round and the central aggregation and dispersion values of the scores were determined. The experts re-evaluated the items based on the statistical analyses of the first round and their previous answers, and the second round of Delphi was concluded with the feedback from 64 experts. Central agglomeration and dispersion values were calculated for the second round. As consensus criteria in the study, 80% consensus rate, +/-1 standard deviation, ≥4.0 mean and ≤1 interquartile range (IQR) values were determined for each item. In the first round Delphi results, it was seen that 21 of the 23 sub-skills met the met the consensus criteria. In the second round, it was observed that the means and percentage of consensus, which are the sings of consensus/central clustering, either remained the same or increased, while the standard deviation and IQR values, which are the signs of deviation from consensus/central distersion, either remained the same or decreased. In addition, in the second round, it was observed that two items that could not be agreed in the first round also met the consensus criteria. As a result, the average agreement rates of the three basic skills groups were 93.06% for cognitive moral skills; 96.66% for affective-moral skills and 93.53% for social-behavioral skills, and a total of 23 sub-skills were identified as skills that could be used in values education. These sub-skills are moral competence, research/ questioning, problem solving, decision-making, forecast/prediction, reflective thinking, analysis, perspective taking and cognitive self-regulation in the cognitive domain; empathy, self-awareness, insight, self-observation, introspection, affective self-regulation, self control and self-reflection in the affective domain; moral expression, effective listening, communication, social organization/participation, entrepreneurship, task management/planning and social skills in the behavioural domain. Based on the results, it is suggested that the model should be used as a source for programme designs and experimental studies, and tested and developed through pilot applications. © 2024, Hitit University. All rights reserved.
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