This is pretty much some of what I'd write, but I'll elaborate on what else I'd add to it.

Education as it is needs rebuilding from the ground up. Essentially, we'd have to review entire fields (especially in the humanities and social sciences) and decide just what exactly is permissible in each field, carefully removing everything that comes from feminists, 'progressives', J's, etc. The theories, concepts, models, paradigms, etc. that do not pass review would simply be removed from the curriculum. Before long we'd have our own textbooks to ensure that nobody needs to be exposed to nonsense such as Marxism or its bastard descendants like Foucauldianism and 'Critical Theory' in order to graduate.

This task of reconstruction may not be that difficult: firstly, a few fields like Gender Studies cannot be repurposed to serve the new society since they are intrinsically pillars of the current one, and make very little sense outside of that context. It can simply be removed from our ontology. It is a mere matter of winding the clock back on other fields like sociology (practically everything after the 1990s can be counted on to be total nonsense, most of what came after the 1950s can also be counted on to be total nonsense). Social sciences do not progress in the way that the natural sciences do because of their less objective nature: there is no obvious reason that newer should necessarily be better.

Moral education as advocated by many of the early sociologists would also have to be implemented on all levels. Admission to environments that have been problematic in the current society, especially universities, would require moral entrance examinations to weed out the more problematic subversive types who came to dominate the current education systems, and from there, effectively entire societies.

There should also be a large-scale detechnologization to accompany remoralization, e.g. far more emphasis on writing than typing on computers with spellcheckers. Being able to use a search engine to find a piece of information on the spot isn't conducive to actual learning, encouraging intellectual laziness; being able to find 'friends' on social media isn't conducive to forming actual friendships; and so forth.