The virtue-value-action model in the context of social studies: Inclusive education value activities through teacher practices and perspectives

This study aims to examine value education activities implemented within the scope of the Virtue-Value-Action Model in Social Studies lessons, based on the practices and opinions of teachers regarding inclusive education. The research was conducted using a qualitative method, and data were collected through an open-ended questionnaire shared via Google Forms. The sample consists of Social Studies teachers working in various cities. The data were analyzed using descriptive analysis. According to the findings, teachers generally have a positive view of the model; they prioritize values such as cooperation, justice, and tolerance, and they express that inclusive education is closely integrated with value education. However, it was also observed that teachers experience certain challenges in practice, such as lack of time, materials, and institutional support.