This study systematically examines how values education is enacted through pedagogical practices and how cultural contexts shape the teaching and learning of values in educational settings. Guided by PRISMA 2020, this systematic review incorporates a descriptive bibliometric analysis to synthesize empirical research published between 2015 and 2026. Data were retrieved from four major academic databases: Scopus, Web of Science, ERIC, and Education Source (EBSCO). Following a multi-stage screening process, 37 empirical studies were included in the final analysis. The review focuses on three core dimensions: pedagogical practices, cultural contexts, and learner developmental outcomes. The Findings indicate that values education is most effectively implemented through participatory and experiential pedagogies, including dialogic learning, storytelling, collaborative activities, and service-learning. These approaches move beyond direct transmission and position values as socially constructed through interaction and reflection. The results also highlight the central role of cultural context, showing that values education is shaped by local traditions, religious frameworks, and multicultural environments. Across the reviewed studies, value-based teaching practices are associated with moral reasoning, social responsibility, civic engagement, and socio-emotional development. Overall, the study presents value-based teaching as a dynamic process linking pedagogy, culture, and learner development, with implications for educators, researchers, and policymakers.
Almajdoub et al. (Mon,) studied this question.