ABSTRACT
Objective: This research project aims to investigate the presence and variance of ethical education and values including self-values, social values, human rights, and universal values among faculty members. It further investigates whether these values differ significantly based on gender, years of experience, and academic qualifications, with a significance level of 0.05. Methods: To achieve the objectives, the study adopted a descriptive method, aligning with the scientific nature of the research. The study developed a survey based on theoretical literature and previous studies to streamline data collection, using 300 faculty members as a representative sample size. Results: With an average rating of 4.47, the findings indicate a robust presence of ethical principles across various dimensions among faculty members. Notably, there were significant statistical differences between individuals with less than 5 years of experience and those with 10 years or more in terms of overall moral values. However, the specific areas of self-values, social values, and universal values did not show any significant differences across the sample. The study also found gender-based discrepancies in ethical education and self-values, as well as variations in subjective values between faculty in humanitarian and scientific disciplines. Conclusion: The research underscores the importance of ethics education and mentorship in academia to foster moral values, ethical decision-making, and professional conduct. It recommends that academic institutions should prioritize ethics education and mentorship programs to enhance these aspects among faculty members.
