Economic Rationalization and Re-engineering of Ethics and Values Education in Public Universities in Anambra State

Growing concerns about the erosion of ethics and values among students in Nigerian public universities have renewed scholarly interest in how universities can strengthen moral formation under limited financial conditions. This study examined academic staff perceptions of the economic rationalization and re-engineering of ethics and values education in public universities in Anambra State. Two research questions guided the study, and two null hypotheses were tested at the 0.05 level of significance. A descriptive survey design was adopted. The population comprised 106 lecturers in relevant education departments in the two public universities in Anambra State. A census approach was attempted; however, 89 valid questionnaire copies were retrieved and used for analysis, representing an 83.96% response rate. Data were collected with a structured questionnaire validated by three experts and subjected to reliability testing using Cronbach Alpha. Mean and standard deviation were used to answer the research questions, while one-sample t-test was used to determine whether respondents’ mean ratings were significantly above the criterion mean of 2.50. Results showed that academic staff agreed that economic rationalization strategies can support ethics and values education re-engineering (M = 3.29, t(88) = 15.42, p < .001). They also agreed that re-engineered ethics and values education is positively associated with students’ ethical behaviour outcomes for sustainable national development (M = 3.37, t(88) = 17.08, p < .001). The study concludes that, based on lecturers’ perceptions, cost-conscious curriculum integration, faculty development, accountable governance, stakeholder partnership and monitoring systems are useful approaches for strengthening ethics and values education. The findings should, however, be interpreted as perception-based evidence rather than direct proof of changes in students’ behaviour.