Fostering Ethical Behavior in Omani Undergraduates: The Role of Self-Transcendence and Ethics Education

Nemah Marzooq Alalawi, Hajar Saleem AlJunaibi, M. M. Thottoli
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Abstract

A student should understand and uphold the greatest moral and ethical standards in their community and society through education. The student will eventually intuitively acquire these moral and ethical principles from schools and universities. This research explores the impact of four personal values (openness to change, self-transcendence, conservation, and self-enhancement) on the ethical behavior of undergraduate students in Oman. The study used a quantitative methodology, analyzing data from a questionnaire using descriptive statistics. Data was submitted by Omani university students in the Ad Dakhlia region of Oman. One hundred seventy-nine undergraduate students were chosen using simple random techniques. Partial least squares (PLS) techniques and structural equation modeling were employed in the study to evaluate the research variables. The results showed that ethical training and self-transcendence significantly affect students' moral behavior. However, personal values such as conservation, openness to change, and self-enhancement have no significant effect on students' ethical behavior. Integrating ethics education into curricula could foster integrity. It can be concluded that the significance of moral principles and practical applications-focused ethics education programs—especially those that emphasize self-transcendence—is imperative. Potential outcomes of this research include increased moral behavior among Oman's students through effective moral education and awareness of ethical principles to support moral decision-making in various cultural circumstances. This article makes both theoretical and practical contributions. In particular, support HEIs in developing customized ethics education programs for Oman. Theoretically, highlighting ethical education and principles like self-transcendence helps to understand critical ethical factors and directs future research at this connection.
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培养阿曼大学生的道德行为:自我超越和道德教育的作用
学生应通过教育了解并维护社区和社会的最高道德和伦理标准。学生最终会从学校和大学中直观地获得这些道德和伦理原则。本研究探讨了四种个人价值观(开放求变、自我超越、保护和自我提升)对阿曼大学生道德行为的影响。研究采用定量方法,通过描述性统计分析问卷中的数据。数据由阿曼 Ad Dakhlia 地区的阿曼大学生提交。采用简单随机技术选取了 179 名本科生。研究采用了偏最小二乘法(PLS)技术和结构方程模型来评估研究变量。结果显示,道德修养和自我超越对学生的道德行为有显著影响。然而,个人价值观,如保护、对变化的开放性和自我提升对学生的道德行为没有明显影响。将道德教育纳入课程可以培养学生的诚信。由此可以得出结论,道德原则和注重实际应用的道德教育课程--尤其是那些强调自我超越的课程--的重要性势在必行。这项研究的潜在成果包括:通过有效的道德教育和对道德原则的认识,提高阿曼学生的道德行为水平,从而支持在各种文化环境中做出道德决策。本文既有理论贡献,也有实践贡献。特别是,支持高等院校为阿曼量身定制道德教育计划。从理论上讲,强调道德教育和自我超越等原则有助于理解关键的道德因素,并指导未来在这方面的研究。
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审稿时长
12 weeks
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