<![CDATA[Character education remains a critical concern in higher education, particularly as universities are increasingly expected to foster ethical conduct alongside academic development. This study examined undergraduate students’ perceptions of communication strategies used in delivering character education at selected universities in Nigeria. Specifically, it investigated the communication approaches employed, students’ appreciation of these approaches, the socio-ethical issues emphasized, perceptions of character-education courses, and the perceived influence of character education on students’ social values and ethical behaviour. A descriptive online survey was conducted with 399 undergraduate students from four Nigerian universities, recruited through purposive and convenience sampling. Data were collected using a structured questionnaire and analysed using frequencies, percentages, and graphical representations. Classroom-based communication emerged as the most frequently reported strategy (50.4%). However, students’ appreciation of the communication approaches was generally limited, with 53.1% reporting a low level of appreciation and 28.8% indicating a moderate level. Examination malpractice was the most frequently addressed socio-ethical issue (57.9%). Regarding students’ perceptions of character-education courses, 56.14% regarded them as an additional academic burden, whereas 28.07% considered them valuable. The perceived influence of character education on social values and ethical behaviour was predominantly moderate (43.1%), followed by low (30.6%). These findings suggest a mismatch between the intended role of character education and students’ engagement with its current modes of delivery. The study highlights the need for more participatory, context-sensitive, and student-centred communication strategies that connect ethical learning with students’ lived experiences. Such approaches may enhance students’ engagement with character education and strengthen its perceived relevance to ethical and socially responsible behaviour in Nigerian universities.]]>
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