Moral and ethics courses are widely provided in higher education institutions; yet, they are taught by ineffective teaching methods. So, this paper is mainly to explore ideal practices of ethical leaders for revitalizing moral learning in higher education. The research method was based on a qualitative approach. The researcher reviewed books and articles on education encompassing the four pillars (1) core values, (2) instructional strategies, (3) curriculum development approaches and (4) moral assessment methods from 1965 until 2016. There were altogether 130 printed and online sources used. From the data analysis, the first pillar, core values were human (58%), social (40%) and political (2%). Respect (26%) ranked first in human values, responsibility (18%) in social values and patriotism (2%) in political value, respectively. For the second pillar, participatory teaching methods ranked first (65.3%). The method that was considered effective was group discussion (44.6%). However, passive teaching method constituted 34.7% and the method under this category ranked first was lecture (15.7%). For the third pillar, process approach ranked first (48%), praxis approach (33%) and product approach (19%). The last pillar, formative assessment was considered to be most effective for moral education, comprising 79% while summative only 21%. Institutional leaders play major roles in revitalizing how moral education should be taught, curriculum be developed, assessment be carried out. The paper recommends strategies of how institutional leaders should implement to enhance quality education of morality and ethics in higher education.
Kanog-on Rungrojngarmcharoen, Assumption University, Thailand
Joseph Purayidathil, Assumption University, Thailand
Stream: Higher education
This paper is part of the ACEID2017 Conference Proceedings (View)
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