Evaluation of the Impact of Civic Judgment as an Interactive Strategy for Solving Ethical Dilemmas in the Field of Social Studies

Abstract

The study analyzed the impact of Civic Judgment as an interactive tool for resolving ethical dilemmas among tenth-grade students in the Social Sciences subject. It explored how this methodology contributed to students' cognitive, emotional, and ethical development, as well as their ability to assess and address ethical situations within the school context. The literature review highlighted the value of Civic Judgment as a strategy for addressing ethical dilemmas in the classroom, while also emphasizing the need to further investigate the factors influencing its implementation and effectiveness. The research adopted a mixed-method approach, combining quantitative and qualitative analysis to provide a comprehensive view of the impact of this educational strategy. A descriptive method was used to examine the effects of Civic Judgment on students' learning and ethical decision-making. Data collection included the application of a pre-test to assess teachers' and students' prior knowledge, followed by a post-test to evaluate changes after the methodology was implemented. Teachers recognized the importance of addressing ethical dilemmas in the classroom and considered Civic Judgment an effective strategy for ethics education. Moreover, most teachers had already used this tool and expressed confidence that students would actively participate in the process, reflecting a positive perception and broad acceptance of its use in the educational environment.