Ethical Training of Higher Education Teachers: ethical Practices in the Profession

Abstract

The ethical exercise of university teaching represents a constant challenge in academic interactions within the classroom and requires commitment from both educators and students. The diversity of the student body and the various pedagogical approaches often give rise to dilemmas that demand ethical discernment. This study aims to analyze the current state of ethical training in university professors and its implications for higher education. To address this challenge, a qualitative approach was adopted, utilizing data collection through a Focus Group comprised of eight active university professors from the Universidad Salvadoreña Alberto Masferrer. Participants responded to a set of ten questions designed to explore their knowledge, training, and experiences related to ethics and unethical practices in higher education. The findings revealed that 50% of the professors lack formal ethical training, while the remaining 50% have only limited knowledge of relevant regulations. Consequently, the application of ethical principles in the classroom depends more on personal values and experiences acquired in the university environment than on a structured education in professional ethics. The experiences shared in the study range from minor ethical concerns to cases with legal implications that have reached judicial proceedings. These findings highlight the urgent need for higher education institutions to pay greater attention to the ethical training of their faculty and implement measures to strengthen their commitment to academic integrity