Developing an Integrated Moral-Art Curriculum Module: A Discourse-Based Computational Linguistic Evaluation of Student Outcomes

Authors

  • Jinzhang Leng

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia

    School of Art, Anhui University of Finance & Economics, Bengbu 233030, China
  • Nurfaradilla Mohamad Nasri

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Khairul Azhar Jamaludin

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i11.11430
Received: 1 August 2025 | Revised: 22 August 2025 | Accepted: 29 August 2025 | Published Online: 22 October 2025

Abstract

Higher education faces increasing demands to develop students' ethical, creative, and emotional capabilities alongside academic mastery. While the World Economic Forum identifies critical thinking, creativity, emotional intelligence, and moral judgment as essential future workforce skills, most university curricula remain compartmentalized, prioritizing cognitive over affective and aesthetic domains. Current educational approaches lack empirically validated frameworks that systematically integrate moral development with artistic learning in digitally enhanced environments. This study designed, implemented, and evaluated an integrated moral-art curriculum module to foster undergraduate students' moral reasoning, creative thinking, and aesthetic sensitivity through blended learning approaches. Using Design and Development Research guided by the ADDIE instructional model, a quasi-experimental pre-post study was conducted with 50 undergraduate students from diverse academic backgrounds across four institution types. The 12-week module combined synchronous classroom instruction with asynchronous digital learning via the Learning Pass platform. Outcomes were assessed through validated pre-post questionnaires and computational linguistic analysis using LIWC and Coh-Metrix tools. Significant improvements occurred across all domains: moral reasoning increased 35.5% (Cohen's d = 0.91), creative thinking rose 32.3%, and aesthetic sensitivity improved 41.4% (d = 0.85). Linguistic analysis revealed enhanced lexical diversity (+16.4%), academic vocabulary (+41.5%), and empathy markers (+42.1%), with reduced anxiety language (−18.2%). Strong inter-domain correlations confirmed the integrated pedagogical framework's theoretical viability. Results provide empirical support for scalable, digitally enhanced interdisciplinary curricula uniting moral and artistic education in higher education contexts.

Keywords:

Moral-Art Education; Blended Learning; Design and Development Research; ADDIE Model; Creative Expression; Aesthetic Skills; Learning Pass; Computational Discourse Analysis

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How to Cite

Leng, J., Nasri, N. M., & Jamaludin, K. A. (2025). Developing an Integrated Moral-Art Curriculum Module: A Discourse-Based Computational Linguistic Evaluation of Student Outcomes. Forum for Linguistic Studies, 7(11), 663–685. https://doi.org/10.30564/fls.v7i11.11430

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Vol. 7 , Iss. 11 (November 2025): In progress

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Copyright © 2025 Jinzhang Leng, Nurfaradilla Mohamad Nasri, Khairul Azhar Jamaludin

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