Ir al menú de navegación principal Ir al contenido principal Ir al pie de página del sitio
logo

Artículos de Revisión

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

Formación ética de los docentes universitarios, en el marco de la agenda mundial 2030

Ethical training of university teachers, within the framework of the 2030 world agenda
Publicado
2026-07-03

Contexto: La formación ética de los docentes universitarios es fundamental, ya que su conducta influye en el desarrollo académico, social y personal de los estudiantes, constituyéndose en modelo de referencia. Objetivo: Analizar la literatura actual sobre la formación ética de los docentes universitarios y sintetizar las principales propuestas de los autores entre 2019 y 2025. Metodología: Se empleó un enfoque cualitativo, nivel básico, con diseño comparativo-descriptivo, siguiendo el método PRISMA. Se consultaron las bases Scopus, Web of Science, Scielo, Dialnet, Redalyc y Google Scholar. De 154 artículos identificados, se seleccionaron 62 estudios relevantes para la síntesis. Resultados: La revisión evidenció que los docentes universitarios deben poseer altos valores éticos, desempeñándose como referentes en lo académico, familiar y social. Los textos enfatizan la importancia de integrar la ética en la formación docente y en la práctica profesional cotidiana, destacando la influencia de los docentes sobre la conducta y los valores de los estudiantes. Conclusiones: Los docentes universitarios son percibidos por los estudiantes como ejemplos a seguir, tanto en el ámbito académico como en el familiar y social. Se recomienda fortalecer programas de formación ética que promuevan la reflexión, la responsabilidad y la coherencia entre valores personales y desempeño profesional.

Context: The ethical training of university faculty is essential, as their conduct significantly influences the academic, social, and personal development of students, positioning them as fundamental role models. Objective: This study aims to analyze the current literature on the ethical education of university professors and synthesize the key scholarly proposals published between 2019 and 2025. Methodology: A qualitative, basic research approach with a comparative-descriptive design was employed, following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. A systematic search was conducted across Scopus, Web of Science, SciELO, Dialnet, Redalyc, and Google Scholar. Out of 154 identified articles, 62 relevant studies were selected for synthesis. Results: The review revealed that university faculty must uphold high ethical standards, serving as benchmarks in academic, familial, and social contexts. The literature emphasizes the necessity of integrating ethics into both teacher education and daily professional practice, highlighting the profound impact of faculty members on students' behavior and values. Conclusions: Students perceive university professors as role models within academic, family, and social spheres. The study recommends strengthening ethical training programs that foster reflection, responsibility, and alignment between personal values and professional performance.

Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Revisión

Referencias

  1. Al-Mahdy, Y. F. H., & Emam, M. (2018). Assessing the contribution of principal instructional leadership and teacher self-efficacy to teacher commitment in Oman. Teaching and Teacher Education, 69, 191–201. https://doi.org/10.1016/j.tate.2017.10.007
  2. Alonso, M. (2021). El perfil del buen docente universitario según la valoración de alumnos de Magisterio y Psicopedagogía. Perfiles Educativos, 41(164), 65-81. https://doi.org/10.22201/iisue.24486167e.2019.164.58906
  3. Avdeeva, T., I. Vysokos, M., I. Zykova, S., & G. Kalinina , I. (2020). Professional Teacher Development in Educational Organizations. International Journal of Psychosocial Rehabilitation, 24(3), 3021-3033. https://www.psychosocial.com/index.php/ijpr/article/view/3506
  4. Badii, L., Castillo, J., y Cortés, A. (2018). Sensibilidad ética en el ámbito educativo: el uso de recursos audiovisuales en la evaluación de situaciones complejas. Sophia, 14(2), 46-59. https://doi.org/10.18634/sophiaj.14v.2i.825
  5. Baety, N. (2021). Indonesian Teacher Performance: Professional and Character. AKADEMIK: Jurnal Mahasiswa Humanis, 1(3), 95–103. https://doi.org/10.37481/jmh.v1i3.459
  6. Boesdorfer, S. (2023). Boesdorfer, Sarah (2023) "Impact of Covid-19 Pandemic on Experienced Introductory STEM Instructors’ Teaching Practices," Journal of STEM Teacher Education: Vol. 58: Iss. 1. https://doi.org/10.61403/2158-6594.1511
  7. Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers' organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education, 20(3), 277–289. https://doi.org/10.1016/j.tate.2004.02.003
  8. Budd, J. (2019). Teaching ethics: A framework for thought and action. Journal of Education for Library and Information Science, 59(3), 53-66. https://doi.org/10.3138/jelis.59.3.2018-0022.06
  9. Bukusi, E. (2022). Views of the taught and the teachers on medical ethics teaching in two universities in Kenya. Indian Journal of Medical Ethics, 7(4), 304-311. https://doi.org/10.20529/IJME.2022.017
  10. Buxarrais, M. (2021). Teacher's ethos and moral and professional identity. En F. Oser et al. (Eds.), The International Handbook of Teacher Ethos (pp. 125-144). Springer. https://doi.org/10.1007/978-3-030-73644-6_9
  11. Cabrestante, A. (2025). Leadership Skills, Interpersonal Relationship, Ethical Values, Teacher Performance, and Students’ Engagement. Psychology and Education: A Multidisciplinary Journal, 34(1), 127-142. https://doi.org/10.70838/pemj.340109
  12. Cortina, A. (2000). Civil Ethics and the Validity of Law. Ethical Theory and Moral Practice, 3(1), 39–55. https://doi.org/10.1023/a:1009958315067
  13. Cáceres, C., Martínez, R., & López, J. (2021). Responsabilidad personal docente y motivación escolar. Revista Electrónica Interuniversitaria de Formación del Profesorado, 24(1), 175-188. https://doi.org/10.6018/reifop.402761
  14. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311
  15. Davis, M. (1999). Is University Teaching of ______ A Profession? Professional Ethics, 7(2), 1–12. https://doi.org/10.5840/profethics1999728
  16. Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21(5), 563–577. https://doi.org/10.1016/j.tate.2005.03.001
  17. Díaz-Sacco, A., & Muñoz-Salinas, Y. (2024). Conditions and opportunities for teacher collaboration during the implementation of a professional development programme. Professional Development in Education, 50(4), 1–15. https://doi.org/10.1080/19415257.2024.2405617
  18. Enstad, K. (2017). Teaching Professional Ethos. Journal of Military Ethics, 16(3-4), 191–204. https://doi.org/10.1080/15027570.2017.1412125
  19. Flowers, N. (2017). Human Rights and Schooling: An Ethical Framework for Teaching for Human Dignity. Human Rights Quarterly, 39(1), 1–20. https://doi.org/10.1353/hrq.2017.0045
  20. Forster, D., & Maxwell, B. (2022). Using Codes of Professional Ethics and Conduct in Teacher Education: Pitfalls and Best Practice. En Ethics and Integrity in Educational Contexts (pp. 25–42). Springer. https://doi.org/10.1007/978-3-031-16922-9_3
  21. Ghanizadeh, A., Hedeshi, E., & Jalil, M. (2025). Teacher professional development in the light of technostress and job burnout. Teacher Development, 29(2), 1–18. https://doi.org/10.1080/13664530.2025.2542215
  22. Greiner, C. M., Park, J., & Goldstein, M. H. (2022). Teacher trainees' experiences with and beliefs about responding to student distress. Teaching and Teacher Education, 110, 103603. https://doi.org/10.1016/j.tate.2021.103603
  23. Gurtu, A. (2019). Professional Ethics in Teacher Education. Journal of Agricultural Education, 60(2), 1–12. https://doi.org/10.30954/2231-4105.02.2019.5
  24. Hosseinzadegan, F., Jasemi, M., & Habibzadeh, H. (2020). Factors Affecting Nurses' Impact on Social Justice in the Healthcare System. Nursing Ethics, 28(1), 85–97. https://doi.org/10.1177/0969733020948123
  25. Icka, E., & Kochoska, J. (2024). The influence of teachers as an ethical model on the students' development. Teacher, (27), 99–107. https://doi.org/10.20544/teacher.27.12
  26. Ituma, A. (2011). An evaluation of students' perceptions and engagement with e-learning components in a campus based university. Active Learning in Higher Education, 12(1), 57–68. https://doi.org/10.1177/1469787410387722
  27. Jan, S., & Iqbal, Z. (2021). Perception of Teacher Educators about Professional Conduct and Ethics and its Impact on Students' Academic Performance. Global Sociological Review, VI(II), 113–120. https://www.researchgate.net/publication/365192710_Perception_of_Teacher_Educators_about_Professional_Conduct_and_Ethics_and_its_Impact_on_Students'_Academic_Performance
  28. Jung, Y., Park, K., & Ahn, J. (2019). Sustainability in Higher Education: Perceptions of Social Responsibility among University Students. Social Sciences, 8(3), 90. https://doi.org/10.3390/socsci8030090
  29. Kakos, S. I. (2019). Against the fallacy of education as a source of ethics. In International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education (Vol. 3, No. 3, pp. 33-41). Ideas Forum International Academic and Scientific Association. https://www.ceeol.com/search/article-detail?id=802136
  30. Karataş, S., Caner, M., & Kahyaoğlu, M. (2019). Perceptions of Pre-Service Teachers on Ethical Teacher and Professional Ethics. Journal of Education and Training Studies, 7(1), 1–10. https://doi.org/10.14689/issn.2148-2624.1.7c1s.2m
  31. Kearns, A. J. (2019). The ethical demand in teaching and learning. Teaching and Teacher Education, 86, 1–9. https://doi.org/10.1016/j.tate.2019.07.004
  32. Khatib, F., Jibrin, D., & Al-Majali, M. (2021). Views of university students in Jordan towards Biobanking. BMC Medical Ethics, 22(1), 1–10. https://doi.org/10.1186/s12910-021-00719-y
  33. Kim, H. R. (2015). The Relation between Character Education and Global Citizenship Education. Journal of Ethics, 1(104), 1–20. https://doi.org/10.15801/je.1.104.201511.1
  34. Kleiman, M. J., & Barenholtz, E. (2020). Perception of being observed by a speaker alters gaze behavior. Attention, Perception, & Psychophysics, 82(7), 3491–3502. https://doi.org/10.3758/s13414-020-01981-9
  35. Koh, B. D. (2025). Insights from the lived experience of Buddhist ethics: implications for social work ethics education. Social Work Education, 44(4), 948–963. https://doi.org/10.1080/02615479.2024.2368174
  36. Koscielniak, M., & Chudzicka-Czupała, A. (2026). Intentions for AI academic misconduct across 15 countries. Scientific Reports, 16, 1–12. https://doi.org/10.1038/s41598-026-61543-1
  37. Lawrent, G. (2022). Teacher ethics in the Tanzanian context and their implications for teacher professional development. Teaching and Teacher Education, 116, 103900. https://doi.org/10.1016/j.tate.2022.103900
  38. Leonard, E., & Green, W. (2018). Are Leader Behavior and Emotional Intelligence related to Teacher Morale? Journal of Education and Human Development, 7(2), 1–10. https://doi.org/10.15640/jehd.v7n2a1
  39. Lucas-Palacios, L., & Trabajo-Rite, M. (2023). Heritage education in initial teacher training from a feminist perspective. Teaching and Teacher Education, 128, 104153. https://doi.org/10.1016/j.tate.2023.104153
  40. Malone, D. M. (2019). Ethics education in teacher preparation: a case for stakeholder responsibility. Ethics and Education, 14(3), 265–281. https://doi.org/10.1080/17449642.2019.1700447
  41. Maluenda-Albornoz, J., López-Angulo, Y., & Moraga-Villablanca, F. (2023). Revisión sistemática sobre el Model for Interpersonal Teacher Behavior. Revista de Estudios y Experiencias en Educación, 22(48), 188–206. https://doi.org/10.21703/0718-5162.v22.n48.2023.011
  42. Mammedova, R. (2024). The problem of teaching ethical and moral values in the process of education. Pedagogy and Psychology, 30(59), 43–59. https://doi.org/10.58442/3041-1831-2024-30(59)-43-59
  43. Maxwell, B., & Schwimmer, M. (2016). Professional ethics education for future teachers: A narrative review of the scholarly writings. Journal of Moral Education, 45(3), 354–371. https://doi.org/10.1080/03057240.2016.1204271
  44. Montgomery, A. (2020). Valores y actitudes en la profesión docente. Teaching and Teacher Education, 88, 102964. https://doi.org/10.1016/j.tate.2019.102964
  45. Nafiu, H. A. (2025). Leadership Ethics and Social Responsibility in Education: Advancing Sustainable Development Goal. PAEDAGOGIA, 28(3), 371. https://doi.org/10.20961/paedagogia.v28i3.105461
  46. National Science Foundation. (2024). Responsible and ethical conduct of research. https://www.nsf.gov/policies/responsible-research-conduct
  47. Nazirova, G. (2021). The Main Factors of Formation and Development of Professional Ethics of a Teacher. Journal of Contemporary Issues in Business and Government, 27(3), 1–10. https://doi.org/10.47059/revistageintec.v11i3.2043
  48. Nehary, A. (2020). The ethical role of teacher and its impact on pre-university education from high school principals’ perspectives in Sabia. Humanities and Management Sciences - Scientific Journal of King Faisal University. https://doi.org/10.37575/h/edu/1742
  49. Organización de las Naciones Unidas [ONU]. (2023). Objetivos de Desarrollo Sostenible. ONU. https://www.un.org/sustainabledevelopment/es/
  50. Oser, F., Biedermann, H., & Oelkers, J. (Eds.). (2021). The International Handbook of Teacher Ethos. Springer. https://doi.org/10.1007/978-3-030-73644-6
  51. Ozturk, N. (2025). Integrating ethical knowledge into teacher education: A framework for moral formation. Journal of Moral Education, 54(1), 1–18. https://doi.org/10.1080/03057240.2025.2487586
  52. Patel, S. (2022). Citizenship and monogamy in Canada: the case of the Shafia family murders. Citizenship Studies, 26(1), 1–16. https://doi.org/10.1080/13621025.2021.2024148
  53. Plan de Desarrollo de la Oferta de Servicios Educativos [PDOS]. (2021). Educación inclusiva y de calidad. Ministerio de Educación.
  54. Platón. (2019). La República. Editorial Gredos.
  55. Saliyenko, E. (2019). Postgraduate teacher education in post-Soviet countries. Problems of Engineering Pedagogic Education, (65), 192-200. https://periodicals.karazin.ua/education/article/download/25488/22916
  56. Sasson, I. (2018). Building a sustainable university–community partnership: case study. Studies in Higher Education, 45(3), 1–14. https://doi.org/10.1080/03075079.2018.1496410
  57. Schüller, I., & Demetriou, Y. (2018). Physical activity interventions promoting social competence at school: A systematic review. Educational Research Review, 25, 39–55. https://doi.org/10.1016/j.edurev.2018.09.001
  58. Sunarta, I. N., Prastiari, N. W. Y., & Astuti, P. D. (2026). EXAMINING ETHICAL AWARENESS AND PROFESSIONAL COMMITMENT IN PREDICTING FINANCIAL STATEMENT FRAUD IN RURAL BANKS: THE MODERATING ROLE OF ETHICAL DILEMMAS. Veredas Do Direito, 23(6), e235716. https://doi.org/10.18623/rvd.v23.5716
  59. Supovitz, J. A. (2017). Teacher leaders' work with peers in a Quasi-formal teacher leadership model. School Leadership & Management, 38(1), 1–18. https://doi.org/10.1080/13632434.2017.1389718
  60. Talanker, S. (2018). Teaching evaluation tools as robust ethical codes. Ethics and Education, 13(1), 86–99. https://doi.org/10.1080/17449642.2017.1412165
  61. Terkenli, T., Gkoltsiou, A., & Kavroudakis, D. (2021). The Interplay of Objectivity and Subjectivity in Landscape Character Assessment. Land, 10(1), 53. https://doi.org/10.3390/land10010053
  62. Trembach, S. (2024). Where theory and practice converge: Community-based learning as a pedagogical approach for teaching AI ethics. Proceedings of the ALISE Annual Conference. https://doi.org/10.21900/j.alise.2024.1724
  63. Tschannen-Moran, M. (2009). Fostering Teacher Professionalism in Schools. Educational Administration Quarterly, 45(2), 217–247. https://doi.org/10.1177/0013161x08330501
  64. Turlybekov, B.. (2022). Formation of professional competencies of EFL teachers in pandemic period. Bulletin of the Karaganda University. Pedagogy Series, 107(3), 128–134. https://pedagogy-vestnik.buketov.edu.kz/pedagogy-vestnik/article/view/268
  65. Tweve, J. T. (2019). An overview of teacher ethics and professionalism at universities. The Educational Review USA, 3(11). https://doi.org/10.26855/er.2019.11.003
  66. Veldman, F. J. (2018). Market-driven global directives and social responsibility in higher education. African Journal of Business Ethics, 12(1). https://doi.org/10.15249/12-1-168
  67. Voinalovych, N. M., & Nichyshyna, V. V. (2022). Number Systems in Professional Teacher Training. Innovate Pedagogy, 1(53), 43-46. https://doi.org/10.32782/2663-6085/2022/53.1.7
  68. Wang, L. (2021). Distance teaching mode and practices in college English course during COVID-19 pandemic crisis in China. SCIREA Journal of Education. https://doi.org/10.54647/education88248
  69. Wen, J. (2024). Ethical Exploration of Teacher Professional Ethics and Education Quality Assurance. Journal of Higher Education Teaching, 1(5), 301–308. https://doi.org/10.62517/jhet.202415549
  70. Yan, Z., & Pastore, S. (2022). Are teachers literate in formative assessment? The development and validation of a scale. Studies in Educational Evaluation, 74, 101183. https://doi.org/10.1016/j.stueduc.2022.101183
  71. Yoshimura, C. G., & Asali, R. (2025). Bridging contexts: Developing a virtual intercultural exchange through online conversations. Communication Teacher, 39(4), 317–324. https://doi.org/10.1080/17404622.2025.2489658
  72. Zeledón Ruiz, M. P., & Aguilar Rojas, O. N. (2020). Ética y docencia universitaria. Percepciones y nuevos desafíos. Revista Digital de Investigación en Docencia Universitaria, 14(1), e1201. https://doi.org/10.19083/ridu.2020.1201
  73. Zhang, N. (2025). A Study on the Relationship Between University Teachers' Ethical Quality and Education Quality. OA Journal of Education Research, 4(1), 5–8. https://doi.org/10.26855/oajer.2025.06.002