DEVELOPING ETHICAL ANALYSIS AND DECISION-MAKING SKILLS THROUGH CASE-BASED AND RESEARCH-BASED LEARNING AMONG MASTER’S STUDENTS IN EDUCATIONAL ADMINISTRATION AT SUAN SUNANDHA RAJABHAT UNIVERSITY

Abstract

The objective of this qualitative classroom action research is to: (1) develop a case-based and research-based learning process; (2) examine the development of master’s students’ ethical analysis and decision-making competence; and (3) investigate students’ reflections on the usefulness, challenges, and professional relevance of the learning process. The instructional group comprised 40 master’s students enrolled in EAD5703 Ethics and Professionalism of Educational Administrators at Suan Sunandha Rajabhat University during the 2025 academic year. The intervention addressed a recurring gap between students’ knowledge of ethical principles and their ability to apply those principles to administrative decisions involving conflicting regulations, organizational interests, personnel rights, learner welfare, and digital responsibilities. Learning materials integrated the instructor’s textbook, research findings on professional primary school administrators in the digital era, professional standards, and anonymized authentic cases. Students applied a six-step ethical decision-making process involving analysis of facts, identification of stakeholders, classification of ethical issues, generation of alternatives, evaluation of benefits and harms, and justification of a responsible decision. Evidence included initial scenario responses, group analyses, presentations and role-plays, individual case reports, feedback records, instructor observations, and reflective records. Data were examined through comparative document analysis and reflexive thematic analysis. The findings showed recurring development in students’ attention to evidence and stakeholders, distinctions among moral, ethical, professional, governance, and disciplinary concerns, use of research and relevant standards, comparison of alternatives, and justification of accountable decisions. Reflections emphasized the value of authentic cases, structured dialogue, and formative feedback, while also identifying the density of legal information, differences in professional experience, and time required for deliberation as challenges. The study indicates that sustained case inquiry, research use, feedback, and individual reflection can strengthen ethical judgment in educational administration.