Moral Presence as the Fourth Dimension: An Exploratory Inquiry into the Extension of the Community of Inquiry Framework in Chinese Pre-service Teacher Education

Peipei Fan

doi:doi:10.11648/j.her.20261105.19

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Moral Presence as the Fourth Dimension: An Exploratory Inquiry into the Extension of the Community of Inquiry Framework in Chinese Pre-service Teacher Education

Peipei Fan^*

Published in Higher Education Research (Volume 11, Issue 5)

Received: 29 September 2026 Accepted: 13 October 2026 Published: 28 October 2026

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Abstract

Global Teacher Education Is Currently Undergoing a Profound “moral Turn,” Redefining Educators as Autonomous Moral Agents Rather Than Mere Transmitters of Knowledge. In Response to This International Trend, China Has Implemented Systematic Reforms Through the “New Normal” Strategy and the “Curriculum for Value Education” Policy, Both of Which Mandate That All Disciplines, Including Linguistics, Integrate Values Education Into Teaching and Learning. Despite These Policy Initiatives, Pre-service Language Teachers Frequently Encounter Challenges in Bridging Abstract Linguistic Analysis with Ethical Reasoning, and Many Remain Uncertain About How to Cultivate Professional Values in Practice. Grounded in a Provincial-level Teaching Reform Project, This Paper Proposes Moral Presence as a Fourth Dimension Extending the Classical Community of Inquiry (CoI) Framework, Which Comprises Social Presence, Cognitive Presence, and Teaching Presence. Methodologically, This Study Is a Theoretical and Conceptual Inquiry That Employs Theoretical Synthesis and Deductive Extension Rather Than Empirical Validation. We Construct a Four-dimensional Educational Framework Encompassing Student Community, Pedagogical Methods, Teacher Development, and Evaluation Mechanisms. Through Problem-oriented Learning, Peer Review, and Reflective Practice, This Framework Transforms the Linguistics Classroom Into a Collaborative Space Where Pre-service Teachers Inquire Into the Ethical Dimensions of Language and Negotiate Professional Values. The Central Thesis Posits That Moral Sensitivity Is Not “taught” in a Direct Manner, Rather, It “grows” Through Sustained Engagement Within a CoI. By Distinguishing Moral Presence from Existing Constructs Such as Ethical-values Presence and Emotional Presence, the Paper Clarifies Its Conceptual Boundaries and Theoretical Added Value. The Study Offers a Theoretical Model for Integrating Values Education Into Language Teacher Preparation and Suggests Implications for Curriculum Design, Classroom Interaction, and Assessment in Higher Education. As a Theoretical Proposal, It Provides a Foundation for Future Empirical Testing Rather Than Claiming Empirical Validation.

Published in	Higher Education Research (Volume 11, Issue 5)
DOI	10.11648/j.her.20261105.19
Page(s)	210-218
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2026. Published by Science Publishing Group

Keywords

Community of Inquiry, Moral Presence, Teacher Education, Values Education, Pre-service Teacher Education

References

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APA Style

Fan, P. (2026). Moral Presence as the Fourth Dimension: An Exploratory Inquiry into the Extension of the Community of Inquiry Framework in Chinese Pre-service Teacher Education. Higher Education Research, 11(5), 210-218. https://doi.org/10.11648/j.her.20261105.19

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Fan, P. Moral Presence as the Fourth Dimension: An Exploratory Inquiry into the Extension of the Community of Inquiry Framework in Chinese Pre-service Teacher Education. High. Educ. Res. 2026, 11(5), 210-218. doi: 10.11648/j.her.20261105.19

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Fan P. Moral Presence as the Fourth Dimension: An Exploratory Inquiry into the Extension of the Community of Inquiry Framework in Chinese Pre-service Teacher Education. High Educ Res. 2026;11(5):210-218. doi: 10.11648/j.her.20261105.19

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@article{10.11648/j.her.20261105.19,
  author = {Peipei Fan},
  title = {Moral Presence as the Fourth Dimension: An Exploratory Inquiry into the Extension of the Community of Inquiry Framework in Chinese Pre-service Teacher Education},
  journal = {Higher Education Research},
  volume = {11},
  number = {5},
  pages = {210-218},
  doi = {10.11648/j.her.20261105.19},
  url = {https://doi.org/10.11648/j.her.20261105.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20261105.19},
  abstract = {Global Teacher Education Is Currently Undergoing a Profound “moral Turn,” Redefining Educators as Autonomous Moral Agents Rather Than Mere Transmitters of Knowledge. In Response to This International Trend, China Has Implemented Systematic Reforms Through the “New Normal” Strategy and the “Curriculum for Value Education” Policy, Both of Which Mandate That All Disciplines, Including Linguistics, Integrate Values Education Into Teaching and Learning. Despite These Policy Initiatives, Pre-service Language Teachers Frequently Encounter Challenges in Bridging Abstract Linguistic Analysis with Ethical Reasoning, and Many Remain Uncertain About How to Cultivate Professional Values in Practice. Grounded in a Provincial-level Teaching Reform Project, This Paper Proposes Moral Presence as a Fourth Dimension Extending the Classical Community of Inquiry (CoI) Framework, Which Comprises Social Presence, Cognitive Presence, and Teaching Presence. Methodologically, This Study Is a Theoretical and Conceptual Inquiry That Employs Theoretical Synthesis and Deductive Extension Rather Than Empirical Validation. We Construct a Four-dimensional Educational Framework Encompassing Student Community, Pedagogical Methods, Teacher Development, and Evaluation Mechanisms. Through Problem-oriented Learning, Peer Review, and Reflective Practice, This Framework Transforms the Linguistics Classroom Into a Collaborative Space Where Pre-service Teachers Inquire Into the Ethical Dimensions of Language and Negotiate Professional Values. The Central Thesis Posits That Moral Sensitivity Is Not “taught” in a Direct Manner, Rather, It “grows” Through Sustained Engagement Within a CoI. By Distinguishing Moral Presence from Existing Constructs Such as Ethical-values Presence and Emotional Presence, the Paper Clarifies Its Conceptual Boundaries and Theoretical Added Value. The Study Offers a Theoretical Model for Integrating Values Education Into Language Teacher Preparation and Suggests Implications for Curriculum Design, Classroom Interaction, and Assessment in Higher Education. As a Theoretical Proposal, It Provides a Foundation for Future Empirical Testing Rather Than Claiming Empirical Validation.},
 year = {2026}
}

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TY  - JOUR
T1  - Moral Presence as the Fourth Dimension: An Exploratory Inquiry into the Extension of the Community of Inquiry Framework in Chinese Pre-service Teacher Education
AU  - Peipei Fan
Y1  - 2026/10/28
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AB  - Global Teacher Education Is Currently Undergoing a Profound “moral Turn,” Redefining Educators as Autonomous Moral Agents Rather Than Mere Transmitters of Knowledge. In Response to This International Trend, China Has Implemented Systematic Reforms Through the “New Normal” Strategy and the “Curriculum for Value Education” Policy, Both of Which Mandate That All Disciplines, Including Linguistics, Integrate Values Education Into Teaching and Learning. Despite These Policy Initiatives, Pre-service Language Teachers Frequently Encounter Challenges in Bridging Abstract Linguistic Analysis with Ethical Reasoning, and Many Remain Uncertain About How to Cultivate Professional Values in Practice. Grounded in a Provincial-level Teaching Reform Project, This Paper Proposes Moral Presence as a Fourth Dimension Extending the Classical Community of Inquiry (CoI) Framework, Which Comprises Social Presence, Cognitive Presence, and Teaching Presence. Methodologically, This Study Is a Theoretical and Conceptual Inquiry That Employs Theoretical Synthesis and Deductive Extension Rather Than Empirical Validation. We Construct a Four-dimensional Educational Framework Encompassing Student Community, Pedagogical Methods, Teacher Development, and Evaluation Mechanisms. Through Problem-oriented Learning, Peer Review, and Reflective Practice, This Framework Transforms the Linguistics Classroom Into a Collaborative Space Where Pre-service Teachers Inquire Into the Ethical Dimensions of Language and Negotiate Professional Values. The Central Thesis Posits That Moral Sensitivity Is Not “taught” in a Direct Manner, Rather, It “grows” Through Sustained Engagement Within a CoI. By Distinguishing Moral Presence from Existing Constructs Such as Ethical-values Presence and Emotional Presence, the Paper Clarifies Its Conceptual Boundaries and Theoretical Added Value. The Study Offers a Theoretical Model for Integrating Values Education Into Language Teacher Preparation and Suggests Implications for Curriculum Design, Classroom Interaction, and Assessment in Higher Education. As a Theoretical Proposal, It Provides a Foundation for Future Empirical Testing Rather Than Claiming Empirical Validation.
VL  - 11
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Peipei Fan

School of Literature and Media, Lingnan Normal University, Zhanjiang, China

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http://orcid.org/0009-0008-9170-9117

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Fan, P. (2026). Moral Presence as the Fourth Dimension: An Exploratory Inquiry into the Extension of the Community of Inquiry Framework in Chinese Pre-service Teacher Education. Higher Education Research, 11(5), 210-218. https://doi.org/10.11648/j.her.20261105.19

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Fan, P. Moral Presence as the Fourth Dimension: An Exploratory Inquiry into the Extension of the Community of Inquiry Framework in Chinese Pre-service Teacher Education. High. Educ. Res. 2026, 11(5), 210-218. doi: 10.11648/j.her.20261105.19

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Fan P. Moral Presence as the Fourth Dimension: An Exploratory Inquiry into the Extension of the Community of Inquiry Framework in Chinese Pre-service Teacher Education. High Educ Res. 2026;11(5):210-218. doi: 10.11648/j.her.20261105.19

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@article{10.11648/j.her.20261105.19,
  author = {Peipei Fan},
  title = {Moral Presence as the Fourth Dimension: An Exploratory Inquiry into the Extension of the Community of Inquiry Framework in Chinese Pre-service Teacher Education},
  journal = {Higher Education Research},
  volume = {11},
  number = {5},
  pages = {210-218},
  doi = {10.11648/j.her.20261105.19},
  url = {https://doi.org/10.11648/j.her.20261105.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20261105.19},
  abstract = {Global Teacher Education Is Currently Undergoing a Profound “moral Turn,” Redefining Educators as Autonomous Moral Agents Rather Than Mere Transmitters of Knowledge. In Response to This International Trend, China Has Implemented Systematic Reforms Through the “New Normal” Strategy and the “Curriculum for Value Education” Policy, Both of Which Mandate That All Disciplines, Including Linguistics, Integrate Values Education Into Teaching and Learning. Despite These Policy Initiatives, Pre-service Language Teachers Frequently Encounter Challenges in Bridging Abstract Linguistic Analysis with Ethical Reasoning, and Many Remain Uncertain About How to Cultivate Professional Values in Practice. Grounded in a Provincial-level Teaching Reform Project, This Paper Proposes Moral Presence as a Fourth Dimension Extending the Classical Community of Inquiry (CoI) Framework, Which Comprises Social Presence, Cognitive Presence, and Teaching Presence. Methodologically, This Study Is a Theoretical and Conceptual Inquiry That Employs Theoretical Synthesis and Deductive Extension Rather Than Empirical Validation. We Construct a Four-dimensional Educational Framework Encompassing Student Community, Pedagogical Methods, Teacher Development, and Evaluation Mechanisms. Through Problem-oriented Learning, Peer Review, and Reflective Practice, This Framework Transforms the Linguistics Classroom Into a Collaborative Space Where Pre-service Teachers Inquire Into the Ethical Dimensions of Language and Negotiate Professional Values. The Central Thesis Posits That Moral Sensitivity Is Not “taught” in a Direct Manner, Rather, It “grows” Through Sustained Engagement Within a CoI. By Distinguishing Moral Presence from Existing Constructs Such as Ethical-values Presence and Emotional Presence, the Paper Clarifies Its Conceptual Boundaries and Theoretical Added Value. The Study Offers a Theoretical Model for Integrating Values Education Into Language Teacher Preparation and Suggests Implications for Curriculum Design, Classroom Interaction, and Assessment in Higher Education. As a Theoretical Proposal, It Provides a Foundation for Future Empirical Testing Rather Than Claiming Empirical Validation.},
 year = {2026}
}

Copy | Download

TY  - JOUR
T1  - Moral Presence as the Fourth Dimension: An Exploratory Inquiry into the Extension of the Community of Inquiry Framework in Chinese Pre-service Teacher Education
AU  - Peipei Fan
Y1  - 2026/10/28
PY  - 2026
N1  - https://doi.org/10.11648/j.her.20261105.19
DO  - 10.11648/j.her.20261105.19
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 210
EP  - 218
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20261105.19
AB  - Global Teacher Education Is Currently Undergoing a Profound “moral Turn,” Redefining Educators as Autonomous Moral Agents Rather Than Mere Transmitters of Knowledge. In Response to This International Trend, China Has Implemented Systematic Reforms Through the “New Normal” Strategy and the “Curriculum for Value Education” Policy, Both of Which Mandate That All Disciplines, Including Linguistics, Integrate Values Education Into Teaching and Learning. Despite These Policy Initiatives, Pre-service Language Teachers Frequently Encounter Challenges in Bridging Abstract Linguistic Analysis with Ethical Reasoning, and Many Remain Uncertain About How to Cultivate Professional Values in Practice. Grounded in a Provincial-level Teaching Reform Project, This Paper Proposes Moral Presence as a Fourth Dimension Extending the Classical Community of Inquiry (CoI) Framework, Which Comprises Social Presence, Cognitive Presence, and Teaching Presence. Methodologically, This Study Is a Theoretical and Conceptual Inquiry That Employs Theoretical Synthesis and Deductive Extension Rather Than Empirical Validation. We Construct a Four-dimensional Educational Framework Encompassing Student Community, Pedagogical Methods, Teacher Development, and Evaluation Mechanisms. Through Problem-oriented Learning, Peer Review, and Reflective Practice, This Framework Transforms the Linguistics Classroom Into a Collaborative Space Where Pre-service Teachers Inquire Into the Ethical Dimensions of Language and Negotiate Professional Values. The Central Thesis Posits That Moral Sensitivity Is Not “taught” in a Direct Manner, Rather, It “grows” Through Sustained Engagement Within a CoI. By Distinguishing Moral Presence from Existing Constructs Such as Ethical-values Presence and Emotional Presence, the Paper Clarifies Its Conceptual Boundaries and Theoretical Added Value. The Study Offers a Theoretical Model for Integrating Values Education Into Language Teacher Preparation and Suggests Implications for Curriculum Design, Classroom Interaction, and Assessment in Higher Education. As a Theoretical Proposal, It Provides a Foundation for Future Empirical Testing Rather Than Claiming Empirical Validation.
VL  - 11
IS  - 5
ER  -

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