Moral development in psychology and law students of a higher education institution in Medellín, Colombia

Abstract

Introduction: The practice of law and psychology involves significant social responsibility and frequently presents ethical and moral dilemmas. Nevertheless, the curricula of these disciplines often lack specific strategies within their general and professional ethics courses to foster the development of competencies for resolving such dilemmas. Moreover, there is a scarcity of studies that examine curricular content and pedagogical approaches related to students’ moral development. Objective: This study aimed to describe the moral development of a group of psychology and law students at a higher education institution in Medellín, Colombia. Methodology: A quantitative, cross-sectional, and correlational descriptive design was employed. The study involved 115 participants enrolled in the aforementioned academic programs. Results: The findings revealed generally low levels of moral development among most participants. Conclusions: The results indicate that the moral development levels of the evaluated students are predominantly low or moderately low, underscoring the need to design, implement, and assess educational strategies that effectively address and enhance this aspect of professional training.