Value-oriented education plays a pivotal role in shaping the moral, ethical, and civic character of students, yet its perceived importance and impact often vary across educational institutions and cultural contexts. This study explores undergraduate students’ perception and attitude towards value-oriented education in higher education settings. The primary objective is to assess how students understand, appreciate, and respond to the integration of values in their academic environment, as well as to identify key factors influencing their attitudes.

A mixed-methods research design was employed, combining quantitative surveys with qualitative interviews. Data were collected from 250 undergraduate students across multiple disciplines at a public university. The survey assessed students' awareness, perceived relevance, and personal commitment to value-based learning, while the interviews provided deeper insights into their experiences and expectations.

Findings revealed that while a majority of students acknowledged the importance of value-oriented education, significant gaps existed in the implementation and visibility of such values in their curriculum and institutional culture. Students expressed a preference for practical, discussion-based approaches over theoretical instruction when engaging with ethical and moral topics. Furthermore, socio-cultural background, academic discipline, and faculty engagement were identified as key factors influencing student attitudes.