Moral Reasoning Competency to Drive Ethical Society of Undergraduate Students in Southern Border Higher Education Institutions
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Abstract
Educational institutions play an important role in developing learners to have ethical competence and awareness of ethical issues in society. In particular, learners in higher education who are considered intellectuals of society should be promoted by using the mechanism of ethical reasoning. This research aims to analyze the moral reasoning competency to drive ethical society of undergraduate students in higher education institutions in the southern border provinces of Thailand. Data collection was conducted through document analysis and semi-structured interviews with 15 key informants including higher education faculty members, administrators and officers of student affairs, social activists, psychologists, and religious scholars. Selection of key informants was based on Snowball sampling with prescribed criteria. The instruments used for data collection were document analysis form and semi-structured interviews. Data analysis was performed using content analysis and triangulation methods.
The study revealed that the moral reasoning competence of undergraduate students in higher education institutions consists of 4 components. Mastery of Ethics and Social Phenomena involve both universal and religious-based ethical principle. Wasatimpathy implies demonstrating justly balance, unbiases, and empathy for others. Logical Systematic Thinking denotes ability to reason systematically and use sound judgment in pondering fact from various perspectives. Creative Ethical Communication deals with presenting ethical issues thoughtfully, and appropriate for the audience. This study offers suggestions for both academic and social benefits; these components can be incorporated into curriculum and activities to help students develop ethical behavior. Additionally, it will grow into a system that forces morals in universities to become even more tangible.
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