Study of Moral Judgment in the Professional Training of the Bachelor in Pharmaceutical Biological Chemistry (PBC)
DOI:
https://doi.org/10.59343/yuyay.v5i2.ju7p4aKeywords:
value judgment, pharmaceutical chemist, professional educationAbstract
This study analyzes the development of moral judgment in students enrolled in the Bachelor’s Degree in Pharmaceutical Biological Chemistry (PBC), emphasizing the integration of cognitive and emotional dimensions in ethical decision-making. Grounded in Kohlberg’s theory of moral development and recent neuroscientific findings on the role of moral emotions and metacognition, the research implemented a deliberative workshop based on the discussion of the Heinz dilemma within a virtual bioethics course. 14th students participated in structured dialogic sessions designed to foster ethical reflection, value hierarchy recognition, and collective deliberation. Qualitative analysis of participants’ arguments revealed the coexistence of preconventional, conventional, and postconventional reasoning, with a progressive shift toward higher-order moral justifications emphasizing social responsibility, preservation of life, and professional duty over economic interests. Emotional awareness, contextual sensitivity, and metacognitive regulation emerged as key elements supporting ethical competence construction. Findings suggest that dialogic moral dilemmas constitute effective pedagogical tools for humanizing scientific education and strengthening ethical competencies in future health professionals. The study contributes to contemporary debates on moral education in higher education by evidencing the need to integrate emotional education, neuroscientific perspectives, and deliberative methodologies in professional training.
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