The Role of Lecturers in Business Ethics Education
DOI:
https://doi.org/10.65150/EP-gjefm/V2E8/2026-07Keywords:
Business ethics education, lecturers, ethical judgment, social responsibility, non-trading limits in educationAbstract
Background: Business ethics education must prepare learners to exercise professional competence while confronting conflicts involving profit, power, data, labor, social responsibility, and human dignity. Yet programs that privilege technical efficiency may leave graduates insufficiently prepared for ethical judgment.
Purpose: This conceptual study clarifies the role of lecturers in transforming ethical knowledge into learners’ capacity to identify conflicts of interest, assess consequences, justify decisions, and accept responsibility in business life.
Methods: The study uses a qualitative theoretical design combining conceptual analysis, critical interpretation, and theoretical synthesis. It examines educational and philosophical scholarship on ethics, money, power, norms, dialogue, professional responsibility, and business ethics education.
Key findings: Lecturers function as organizers of the relationship among moral knowledge, learners, and business practice rather than merely as transmitters of rules. Dialogue, critique, and morally complex situations support the formation of reasoned judgment. The credibility of ethics education also depends on the lecturer’s professional integrity and on institutional limits that prevent grades, recognition, and academic standards from being treated as purchasable goods.
Implications: Business ethics education should integrate ethically structured classroom dialogue, transparent and fair assessment, and case-based reflection on stakeholders and consequences. Lecturer development and curriculum design should therefore treat ethical judgment, academic integrity, and responsibility as core professional competencies rather than supplementary content.
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