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The ethical training of future professionals has become a vital pillar of higher education in an increasingly complex and challenging world. In this article, I share an educational strategy to develop university students’ skills in identifying, analyzing, and resolving ethical dilemmas in professional decision-making. This approach focuses on integrating ethical theory with actual practice, providing a framework where young people understand the fundamentals of ethics and develop an acute sensitivity to recognize ethical conflicts in professional contexts and act responsibly.
In Mexico, the lack of professional ethics has multiple adverse consequences for the individuals involved and society, contributing to corruption problems that hinder our country’s social and economic development. According to Amparo Casar (2020), corruption in our country has high economic, political, and social costs. Also, in the business sector, financial crimes have been identified as related to a lack of ethical decisions, resulting in bribery and corruption, representing 30% of these crimes, and embezzlement of assets 47% (PWC, 2018). The World Bank (2023) points out that corruption brakes on investment, negatively impacting economic growth and job creation. In addition, corruption contributes significantly to weakening judicial systems, affecting the effectiveness of and trust in these institutions, which are essential for the rule of law.
Ethics is a crucial competency in a professional environment
In contemporary society, financial and public interest scandals have arisen that highlight the need to develop ethical competencies for professional practice, whatever the area of work. The Enron and Volkswagen cases, which came to light in 2001 and 2015, respectively, exemplified the lack of business ethics leading to massive frauds that shocked us to see the importance of integrity in the corporate world. Likewise, the climate crisis and sustainable development demand ethical decisions in all fields, such as engineering and architecture, where professionals and investors must look for a balance among economic, social, and environmental needs.
During class sessions, students examine ethical dilemmas, such as conflicts of interest in the workplace and complex decisions involving the maintenance of confidentiality and promoting public welfare. These topics invite students to reflect on and discuss balancing ethical principles in authentic, challenging situations.
As stipulated in the United Nations Convention Against Corruption, maintaining integrity in the public realm is crucial to furthering the common good and ensuring the legitimacy of government entities. However, strengthening integrity is a challenge of considerable complexity. On the other hand, the organizational culture fostered in the public and private spheres is closely linked to ethical training. It has a significant positive correlation with leadership behavior and job satisfaction.
Thus, the efforts made by higher education institutions to incorporate transdisciplinary subjects and ethics in various strategies and approaches to promote comprehensive education among young people have been laudable.
Students’ Ethical Reasoning in Class
Analyzing ethical dilemmas as a training tool to develop ethical reasoning in young people has been a growing trend. This approach focuses on engaging students in reflective and critical activities, allowing them to explore and solve complex situations they may encounter in their future professions. Interactive methods such as group discussions and case studies have increased; these foster more profound and meaningful learning, encouraging students to actively analyze and resolve ethical dilemmas. Along these lines, Problem-Based Learning (PBL) has become a popular methodology for teaching ethics. Through PBL, students work on real-world problems, which helps them develop practical skills in ethical decision-making.
A study conducted with nurses in healthcare showed that ethical decision-making training positively impacted the participants’ reasoning and moral sensitivity. This type of training exemplifies how ethical education can improve decision-making skills in healthcare professionals. However, there have been some challenges when implementing ethics in higher education. On some occasions, professional subjects have been prioritized over general subjects, including the study of ethics, which diminishes comprehensive and transversal education. Moreover, the need for knowledge about ethics and the perception that it is a subjective and religious discipline has significantly impeded people from perceiving ethical reasoning as a practical approach to decision-making in everyday and professional life.
Incorporating ethical dilemmas in class as a training tool
To promote ethical and responsible decisions in professional settings and understanding and respect for diverse moral perspectives, I have used ethical dilemma cases as a principal training tool in my courses to develop ethical competencies. This methodology forces students to identify ethical dilemmas instead of mere ethical conflicts. First, theoretical concepts that allow students to identify a wide range of ethical situations are addressed, allowing them to recognize and distinguish situations that only present an ethical question but do not represent a dilemma. These situations are rarely straightforward; therefore, understanding the theory allows students to adapt their thinking to complex and changing contexts. Ethical dilemmas are defined as situations where a person must choose among several alternatives, each representing conflicting ethical principles. The moral agent is forced to select only one of the alternatives. However, the choice inevitably violates the principles that support the unselected options, leading the person to experience a feeling of having committed an ethical or moral failing.
To improve students’ understanding and ability to analyze the implications of decisions in the face of ethical dilemmas in the class, students review real and hypothetical cases to help them identify the essential components of an ethical dilemma. Subsequently, the students must provide examples of ethical dilemmas in their daily lives or professional fields. At this stage, the work becomes a collaborative group task, facilitating dialogue and debate on which situations meet the characteristics of an ethical dilemma. Here, students practice developing arguments and justifications to determine which professional situations constitute an ethical dilemma and explain their reasons. The objective is to answer, “What daily or professional life situations represent an ethical dilemma and why?”
After identifying situations that constitute ethical dilemmas, the students are asked to explore and understand the mechanisms for resolving ethical conflicts. This process should be based on the principle of accountability, thus addressing any ethical dilemmas. During this phase, student participation is actively encouraged to incorporate diverse perspectives. Through this interaction, students can identify and understand various normative tools essential for ethical decision-making in diverse professional fields. These tools include codes of ethics, regulations, the role of ethics committees, and identifying fundamental ethical principles, among other vital aspects.
Reflection
The ability of young people to identify and understand essential normative tools in ethical decision-making has numerous benefits in their education. First, it promotes critical and analytical thinking to resolve situations with a sense of justice and responsibility. This training prepares students to face real and complex challenges in their future professional lives. Also, it fosters high standards of integrity in professional practice, develops more awareness of the social implications of decisions, and contributes to the sense of leadership crucial to guiding and motivating others. Ultimately, it promotes creating work environments that value and respect ethical principles, contributing to the long-term sustainability and well-being of organizations and society.
For practical, ethical training in higher education, teachers must have a solid command of the subject and be capable of teaching both theory and its practical application in different professions. It involves a thorough knowledge of ethical principles and dilemmas and the ability to relate them to real-world situations through examples and case studies. Pedagogical skills are crucial, focusing on methods that promote critical thinking, reflective discussion, and case analysis.
Encouraging young people and our educational community to sharpen their perceptions of ethical conflicts and make informed decisions is vital. In the comments section, we invite you to share your experience with ethical conflicts in your profession, how you faced them, and what lessons you learned.
About the Author
Pamela Geraldine Olivo Montaño (pamela.olivo@tec.mx) is a professor at Tecnologico de Monterrey. She has a Ph.D. in Philosophy of Science from UNAM in the field of research in Science Communication. She is pursuing her postdoctoral fellowship at the Institute for the Future of Education at Tecnologico de Monterrey.
References
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Editing
Edited by Rubí Román (rubi.roman@tec.mx) – Editor of the Edu bits articles and producer of The Observatory webinars- “Learning that inspires” – Observatory of the Institute for the Future of Education at Tec de Monterrey.
Translation
Daniel Wetta
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