LEARNERS’ PERCEPTIONS OF THE CULTURE OF CONDUCT BASED ON CORE VALUES AT HO CHI MINH CITY UNIVERSITY OF EDUCATION

Abstract

The culture of conduct in educational settings is a key factor in shaping students’ professional identity, particularly in teacher education institutions where future educators are prepared. This study aims to examine the extent to which learners’ self-assessed adherence to a code of conduct grounded in the core values of Ho Chi Minh City University of Education: Quality, Creativity, and Humanity A mixed-methods study was employed, combining a quantitative questionnaire (n = 1,073) with qualitative interviews. The findings indicate that students generally rated their adherence to the code of conduct as “Good” (M = 4.28)), showing strong agreement on respectful, cooperative, and honest behaviors, but more hesitation regarding proactive actions such as critical expression or protecting the institution’s image. In-depth interviews further indicated that self-assessment reflected not only students’ awareness of their current behavior but also a value-based process of reflection, with notable variation across levels of study. The study suggests that the code of conduct is received not merely as a regulatory document but also as a mechanism for transforming the university’s core values into students’ everyday behavior within the teacher education environment.