Ethical decision-making in academic contexts: The impact of the KMDD® approach on moral competence

The present article explores the integration of the Konstanz Method of Dilemma Discussion (KMDD®) in doctoral education, particularly within Applied Ethics programs. The primary objective of this study was to examine how KMDD® contributes to the development of moral competence and consequently, ethical decision-making skills in doctoral students, preparing them to navigate complex ethical challenges in both academic and professional contexts. The methodology involved incorporating KMDD® into doctoral seminars, where students engaged in structured discussions on semi-real moral dilemmas. Over the course of the program, students’ ability to reflect critically on ethical issues, engage in moral reasoning, and collaborate on problem-solving was assessed using both quantitative and qualitative measures. A validated moral competence test, alongside qualitative evaluations, was used to measure the study’s results. The results revealed a significant 23% improvement in the students’ average C-scores, indicating a notable enhancement in their ethical reasoning abilities. Additionally, students exhibited increased confidence in addressing moral dilemmas and ethical issues, leading to more stimulating and productive discussions. This improvement was further evident in stronger argumentation and a deeper understanding of ethical complexities. Furthermore, fostering moral competence resulted in an enhanced ability to apply ethical theories to real-world professional contexts. The findings underscore the effectiveness of KMDD® in fostering moral competence and enhancing ethical decision-making skills among doctoral students, suggesting its potential for broader application in doctoral education and across diverse academic programs and scientific disciplines.