Ethical training in psychopedagogy: experiences and student participation in contemporary dilemmas

Abstract

The ethical component of professional life, along with deontological and legal regulations, can be a source of disorientation and mistrust for prospective graduates. This study aims to analyze a pedagogical experience developed in the Ethics and Professional Deontology course in Psychopedagogy, focusing on addressing ethical, professional, and legal dilemmas related to current situations. The issues addressed included mental health, disability, vulnerability, and gender identity, where confidentiality and informed consent required attention. The content was explored through case studies, group discussions, collaborative activities, and interactive digital resources. The methodology employed a mixed-methods approach and action-research design, supported by records of written and oral productions and activities in virtual environments. Collaborative tools and immersive experiences were used in the analysis of situations related to the professional role. The results showed greater participation in topics related to professional responsibility, autonomy, and current demands. The students (n = 50; academic years 2024 and 2025) completed the abbreviated Academic Satisfaction Inventory (SAT), demonstrating high satisfaction with what they had learned, reviewed, researched, and produced during the course (ME = 4.34; SD = 0.43; 84% at a high level; Cronbach’s α = 0.83). In summary, working with dilemmas about intervention and guidance methods, access to virtual learning, and interdisciplinarity fostered spaces for critical reflection and situational analysis.