Analysis of the conditions and didactic strategies for evaluating ethical learning. A systematic review
DOI:
https://doi.org/10.5944/educxx1.39987Keywords:
educational strategies, educational evaluation, moral education, ethics, systematic reviewAbstract
The value of ethical learning for human development is recognized as a fundamental right, which has experienced renewed interest in models, approaches and research centers in recent years. However, there is also a concern about the possibilities and strategies necessary for its evaluation, and no research has been found that provides scientific evidence on the most widespread practices in quality publications. The aim of this study is to analyze the conditions and didactic strategies used for the evaluation of ethical learning in the international scientific literature. The method used is the systematic review according to the PRISMA protocol, through which scientific articles published in Scopus from 2018 to 2022 have been reviewed, obtaining a final sample of 69 studies. The variables analyzed cover aspects related to the evaluation methodology, study design, sociodemographic characteristics of the sample and elements related to the content. The most significant results show that the most common evaluation modality is individual (91%), self-evaluation is preferred (65%), the type of tool most used is the questionnaire (51%) and quantitative, qualitative and mixed methods are combined, with a widespread use of several evaluation instruments in each study (62%). Most studies (66%) do not use pretest/posttest or control group (85%) and evaluate programs lasting less than one year (81%). The samples are generally smaller than 500 individuals (67%), with a predominance of adults (59%). Finally, most of the studies evaluate cognitive aspects (65%), on a variety of topics associated with ethical learning, among which character education stands out. Thus, the complexity of the assessment of ethical learning implies important demands that are not yet satisfied and that require significant progress in order to respond to an essential educational challenge.
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