English learning involves much more than acquiring a new set of skills. English, like any other language, entails the presentation of culture and ethics, which are fundamental components of multiculturalism. The purpose of this study was to determine how moral values, as elements of cultural diversity, were represented in an EFL textbook, and how teachers viewed these values in relation to the teaching and learning process. This qualitative study used content analysis, focusing on the written and visual elements of the textbook, and the data were collected from interviews with junior high school English teachers. The findings reveal that several core moral values are represented throughout the textbook, especially honesty, responsibility, fairness, compassion, self-discipline, simplicity. The most frequently related to responsibility. The teachers appreciated the relevance of these values to their students’ moral, personal, and cross-cultural development. Evidence from the study suggests that textbook authors need to do more to ensure that educational content is systematically and transparently underpinned with moral values aimed at supporting constructive, holistic student development. Moreover, by these findings, teachers were urged to apply these values to everyday contexts to enhance their relevance and effectiveness. This study contributes to the conversations regarding the interface of language acquisition, culture, and ethics education by underscoring the impact of EFL teaching on students’ moral development. In essence, the study enhances our understanding of the importance of EFL instruction as a means of cultivating moral character and culture sensitivity through integrated schooling for deeper integrated teaching approach.
