Prevailing Moral Standards in Higher Education Institutions

Authors

DOI:

https://doi.org/10.5281/zenodo.13284437

Keywords:

Ethics, Morality, Ethical Principles, Higher Education

Abstract

This paper investigates the moral standards within Higher Education Institutions (HEIs) among faculty and students, employing a phenomenological approach. Through qualitative methodology, it examined the lived experiences of six faculty and six students from diverse HEIs via in-depth interviews. The findings revealed structured standards aligned with the Code of Ethics for Professional Teachers, emphasizing values such as respect, honesty, integrity, and social responsibility. Additionally, unwritten moral standards reflect participants’ lived experiences, covering spirituality, empathy, accountability, fairness, and personal well-being. In addition, it identified three interconnected factors influencing ethical behavior: moral character, interaction, and environment. Traits like integrity and self-discipline form the foundation for ethical conduct. Positive interactions, such as empathy and compassion, foster a supportive atmosphere. The moral environment, marked by responsibility and justice, shapes societal and institutional contexts for ethical behavior. By nurturing moral character, encouraging positive interactions, and fostering ethical environments, HEIs can promote ethical behavior and improve educational quality. This research enhanced understanding of moral standards in HEIs, offering insights to enhance educational experiences and promote a morally upright society within institutions.

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Published

2024-08-20

How to Cite

Kong, K. G. (2024). Prevailing Moral Standards in Higher Education Institutions. International Journal on Culture, History, and Religion, 6(2), 32–42. https://doi.org/10.5281/zenodo.13284437

Issue

Vol. 6 No. 2 (2024): International Journal on Culture, History, and Religion

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Articles

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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