Teachers as Communicators of Ethical Values in Higher Education: An Evaluation of Lecturers’ Perspectives in Nigeria

Abstract

This study examined lecturers’ perspectives on the communication of ethical values in higher education institutions in Nigeria, focusing on Edo State University, Iyamho and the Federal Polytechnic Auchi. Using a mixed-methods approach that combined quantitative and qualitative data, the study explored the extent, types, and challenges of communicating ethical values in classroom settings. Data were collected from 100 lecturers using questionnaires containing both open- and closed-ended questions.

Some of the findings reveal that 51.11% of university lecturers and 48.89% of polytechnic lecturers communicate ethical values, with male lecturers (65.31%) being more active in this regard than females (26.53%). Hard work (90%) emerged as the most frequently communicated ethical value, while proper eating habits (10%) were the least discussed.

The study identified key motivations for teaching ethical values, including the need to instil moral principles, guide conduct, address curricular gaps, and reduce moral decadence among students. Conversely, a minority (8%) of lecturers did not integrate ethical discussions, citing irrelevance or strict adherence to academic content as reasons.

The findings underscore the importance of educators as moral agents and role models in shaping students’ ethical behaviour and character, aligning with the Transposition Theory that supports the transfer of learned values across contexts. The study concludes that ethical education in Nigerian higher institutions is indispensable for moral rejuvenation and recommends the structured inclusion of ethical education in higher education curricula.