Enhancing Moral Reasoning among University Students in Lahore: The Influence of Interactive Teaching Methods

Abstract

Moral reasoning is a crucial aspect of ethical development, particularly in higher education, where students refine their cognitive and ethical judgment abilities. This study examines the impact of interactive teaching methods—including case-based learning, role-playing, game-based learning, and digital discussions—on the moral reasoning of undergraduate students in Lahore, Pakistan. A mixed-methods research design was employed, with a quasi-experimental approach measuring moral reasoning using the Defining Issues Test (DIT-2) and qualitative focus group discussions. Findings reveal that students exposed to interactive pedagogies demonstrated significant improvements in moral reasoning skills compared to those in traditional lecture-based settings. However, challenges such as faculty resistance and resource limitations persist. The study emphasizes the need for blended learning strategies integrating experiential learning to enhance ethical development.