Moral value is one of the crucial elements in human development, where moral or civic education formed a substantial part of the focus on personal development. This study examined the inculcation of universal moral values (UMVs) using language in teaching and learning as a vehicle to instil the UMVs. It has been ascertained through previous research findings that there is a dearth of systemic review approaches used in examining the universality of moral values, and how they can be inculcated via language teaching and learning. Hence, the use of the systemic review approach in this study contributes significantly to the field of the research area, as it employed this type of approach to fill the gap in the field discipline. In this study, the relevant literature on UMVs in language pedagogy (teaching and learning) are analysed based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement review method. Through the systematic review of Scopus, Web of Science, EBSCOhost, Google Scholar, ProQuest, and Research Gate databases, it was identified that there were 29 related studies. The result revealed four main themes related to the inculcation of UMVs in students through language teaching and learning (LTL). The four main themes comprised: the role of a language teacher, the language curriculum content, language activities, and interactive language multimedia. The researchers forwarded several findings-based recommendations from this study that for future studies there should be an emphasis on UMV-related language analysis, and a parallel research technique be conducted such as contacting experts in the field and citation tracking.

Language serves to bring out the message of moral values, which is the backbone of the education curriculum to produce balanced and harmonious individuals in a multi-racial and religious society. However, this element has not been directly highlighted in the Arabic grammar curriculum although the source of the primary language is the al-Quran that is loaded with pure values. As such, this study contributes to the literature by identifying the verses of the Qur'an as shāhid (language source text) of Arabic syntax; to carry the message of Universal Social Moral Values (USMV) as also recommended by other religions. This qualitative study selected content analysis as its method of analysis for the deductively and inductively captured data. The study outcomes revealed six elements of USMV, namely: 1) respect, 2) tolerance, 3) justice, 4) graciousness, 5) faithfulness to promises and 6) love. This study proves that these six elements may be deployed as curriculum material for ArabicQuranic grammar values based on the topic of nominal and verbal sentences with various forms and functions

The formation of Universal Social Moral Values (USMV) is considered as one of the backbone of the Malaysian education curriculum to create harmonious individuals living in the society regardless of religion, race and belief. Nevertheless, the inculcation of these social moral values is not clearly seen in the Arabic grammar curriculum even though the main source for the curriculum comes from the al-Quran, which is loaded with values. On that account, this research analyses verses of the al-Quran containing USMV. At the same time, this research attempts to prove the universality of these values, the matching of community values according to the major religions in Malaysia such as Christianity, Hinduism and Buddhism. To achieve these objectives, a qualitative approach through content analysis is used to describe the USMV that takes place deductively and inductively in the al-Quran. The findings of the study reveal that Mutual Respect and Humility are two universal social moral values in the Malaysian context that may be used as curriculum material for Arabic-Quranic Grammar in the framework of value-based education.