Teaching morality as an inclusive competence in higher education: Effects of dilemma discussion and contribution of empathy

Inclusive pedagogies belong to the diversity agenda in higher education and so their teaching methodologies should be tested ensure effective training of students democratic inclusive citizenship competencies, such as moral competence. Moral-dilemma based methods have proven learning about morals specific programmes, but there is still no evidence for cross-cutting application regular courses. These could also enriched by strategies aimed at competences that been identified predictive factors theories judgement development, empathy. The current study examines effects a 10-hour intervention on competence using version Konstanz Method Dilemma Discussion (KMDD), either applied isolation or mixed strategy dilemma discussion narrative persuasion activities, this last method with aim verifying contribution empathy learning. hypotheses regarding two methodological approaches were quasi-experimental pretest-posttest design control group ecological context first semester teacher training. Data collected Moral Competence Test analysed linear models. results did not support expected empathy-induced However, significant progression when KMDD shown. considers disassociation between empathy/altruism order interpret ineffectiveness strategy. need apply more experiential focus suggested foster means activities community environments.