Ethical Qualities of University Teachers in the Context of Digital Technology Transformation
DOI:
https://doi.org/10.65168/Keywords:
university teachers, deontology, virtue ethics, utilitarianism, care ethics, theoretical integrationAbstract
The cultivation of ethical competence among university teachers is not a matter of origin; rather, it is grounded in a rich foundation of ethical theories. This article systematically explains how four classical theories—deontology, virtue ethics, utilitarianism, and care ethics—provide multidimensional theoretical support and practical guidance for enhancing the ethical competence of university teachers. These theories do not negate one another; instead, they complement each other and together form an interrelated theoretical ecosystem that guides teachers to make prudent, responsible, and humane ethical decisions in complex and constantly changing educational contexts. Deontology defines moral boundaries, virtue ethics focuses on the cultivation of inner character, utilitarianism emphasizes the analysis of benefits and consequences, while care ethics is grounded in emotional and relational dimensions. Only by achieving the integration and dynamic balance of multiple ethical perspectives can contemporary ethical challenges in higher education be effectively addressed and comprehensive improvement in teachers’ ethical competence be supported.
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