Analysis of the conditions and didactic strategies for evaluating ethical learning. A systematic review
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Redalyc
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| Natura: | Artículo científico |
| Lingua: | en |
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Universidad Nacional de Educación a Distancia
2025
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| _version_ | 1876462233639190528 |
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| author | Elda Millán-Ghisleri |
| author_facet | Elda Millán-Ghisleri |
| contents | Analysis of the conditions and didactic strategies for evaluating ethical learning. A systematic review Elda Millán-Ghisleri Juan Luis Fuentes Educación ethics systematic moral education Educational strategies educational evaluation Ethical learning for human development is recognized as a fundamental right that has been receiving renewed interest in models, approaches, and research centers in recent years. At the same time, there has also been increased concern over how ethical learning should be assessed, although little if any research provides any scientific evidence from the most widespread practices in quality publications. The purpose of this study is therefore to analyze the didactic strategies and conditions used to assess ethical learning in the international scientific literature. The systematic revision method was used following the PRISMA protocol, which was applied to scientific journal articles published in Scopus from 2018 to 2022, yielding a sample of 69 studies. The variables analyzed cover aspects regarding the method of evaluation, the design of the study, the socio-demographic characteristics of the sample, and elements regarding the content. The most significant results clearly show that individual assessment is the main technique used (91%), self-assessment is chosen most often (65%), the most commonly used tool is the questionnaire (51%), and that quantitative, qualitative, and mixed methods are often combined, along with widespread use of various different assessment instruments in each study (62%). Most of the research studies (66%) do not make use of any pretesting/post-testing or control groups (85%) and evaluate programs that last less than a year (81%). The samples are generally lower than 500 individuals (67%) and are primarily adults (59%). Lastly, most studies assess cognitive aspects (65%) on a wide range of topics associated with ethical learning, chief among which is character learning. Thus, the complexity of assessing ethical learning implies major demands that are not yet met and requires that significant progress be made to address an essential challenge in education. 2025 artículo científico 1139-613X https://www.redalyc.org/articulo.oa?id=70681774015 https://www.redalyc.org/journal/706/70681774015/ https://www.redalyc.org/journal/706/70681774015/html/ https://www.redalyc.org/journal/706/70681774015/70681774015.epub https://www.redalyc.org/journal/706/70681774015/movil 10.5944/educxx1.39987 en http://www.redalyc.org/revista.oa?id=706 Educación XX1 application/pdf Universidad Nacional de Educación a Distancia Educación XX1 (España) Num.1 Vol.28 |
| format | Artículo científico |
| id | redalyc_70681774015 |
| institution | Redalyc |
| language | en |
| publishDate | 2025 |
| publisher | Universidad Nacional de Educación a Distancia |
| spellingShingle | Analysis of the conditions and didactic strategies for evaluating ethical learning. A systematic review Elda Millán-Ghisleri Educación ethics systematic moral education Educational strategies educational evaluation Analysis of the conditions and didactic strategies for evaluating ethical learning. A systematic review Elda Millán-Ghisleri Juan Luis Fuentes Educación ethics systematic moral education Educational strategies educational evaluation Ethical learning for human development is recognized as a fundamental right that has been receiving renewed interest in models, approaches, and research centers in recent years. At the same time, there has also been increased concern over how ethical learning should be assessed, although little if any research provides any scientific evidence from the most widespread practices in quality publications. The purpose of this study is therefore to analyze the didactic strategies and conditions used to assess ethical learning in the international scientific literature. The systematic revision method was used following the PRISMA protocol, which was applied to scientific journal articles published in Scopus from 2018 to 2022, yielding a sample of 69 studies. The variables analyzed cover aspects regarding the method of evaluation, the design of the study, the socio-demographic characteristics of the sample, and elements regarding the content. The most significant results clearly show that individual assessment is the main technique used (91%), self-assessment is chosen most often (65%), the most commonly used tool is the questionnaire (51%), and that quantitative, qualitative, and mixed methods are often combined, along with widespread use of various different assessment instruments in each study (62%). Most of the research studies (66%) do not make use of any pretesting/post-testing or control groups (85%) and evaluate programs that last less than a year (81%). The samples are generally lower than 500 individuals (67%) and are primarily adults (59%). Lastly, most studies assess cognitive aspects (65%) on a wide range of topics associated with ethical learning, chief among which is character learning. Thus, the complexity of assessing ethical learning implies major demands that are not yet met and requires that significant progress be made to address an essential challenge in education. 2025 artículo científico 1139-613X https://www.redalyc.org/articulo.oa?id=70681774015 https://www.redalyc.org/journal/706/70681774015/ https://www.redalyc.org/journal/706/70681774015/html/ https://www.redalyc.org/journal/706/70681774015/70681774015.epub https://www.redalyc.org/journal/706/70681774015/movil 10.5944/educxx1.39987 en http://www.redalyc.org/revista.oa?id=706 Educación XX1 application/pdf Universidad Nacional de Educación a Distancia Educación XX1 (España) Num.1 Vol.28 |
| title | Analysis of the conditions and didactic strategies for evaluating ethical learning. A systematic review |
| topic | Educación ethics systematic moral education Educational strategies educational evaluation |
| url | https://www.redalyc.org/articulo.oa?id=70681774015 https://www.redalyc.org/journal/706/70681774015/ https://www.redalyc.org/journal/706/70681774015/html/ https://www.redalyc.org/journal/706/70681774015/70681774015.epub https://www.redalyc.org/journal/706/70681774015/movil |