Integrity Journal of Education and Training

Students' character formation has become a primary focus in educational systems worldwide due to its long-term impact on students’ and a nation’s future progress. Although Kenya has elements of character formation enshrined in key foundational and legal documents, there is little research on the role of values-based education in students’ character development. This study investigates the role of values-based educational practices and their influence on students’ character development in public secondary schools in Nairobi County, Kenya. The study is grounded in the Ecological Systems Theory, emphasising the interconnected nature of various factors that affect students’ character development. A descriptive survey design was employed, and data were collected using a mixed-methods approach, comprising,  questionnaires, interviews, and Focus Group discussions. The research findings reveal that teachers face challenges in devoting sufficient time to values education due to an overemphasis on academic performance and a strenuous workload, which limit the effectiveness of different programs and practices related to character formation. Secondly, inadequate parental involvement in supporting and reinforcing values was identified as a significant hindrance to students' character development. The study recommends establishing a supportive school culture that fosters students’ character development, where stakeholders explicitly collaborate to teach and model values. This collaborative effort is vital to bridging the gap between theoretical and practical execution, ensuring students are equipped with the character traits necessary for success in their academic and personal lives. The study concludes that a pressing need exists to enhance values-based education initiatives within public secondary schools to inculcate values necessary for fostering responsible, well-rounded, and ethical citizens. This research will contribute to the ongoing implementation of competence-based curriculum in Kenyan schools, particularly by highlighting the importance of stakeholders’ collaboration in character formation programs for students. The research may contribute to solutions for addressing delinquent behaviour among students in public schools.