Libro de Actas del III Congreso Latinoamericano y del Caribe e Investigación en Educación Superior- LatinSoTL- 2025

690 159 Learning to deliberate collective ethical trajectories: The Situated Ethical Deliberation and Action Framework (SEDAF) Sergio Guillen Grillo, bsm5yg@virginia.edu. University of Virginia, Charlottesville, USA. This paper presents the Situated Ethical Deliberation and Action Framework (SEDAF), anovel framework for enhancing STEM students’ competencies for forecasting and designing complex deliberative interactions in response to an ethical dilemma in a professional setting. The SEDAF framework proposes to recast the focus of ethical leadership education from “ethical action” or “getting it done” to “deliberative ethical trajectory design”. Hence, it expands the scope of action-oriented ethical leadership models, such as Giving Voice to Values (GVV), beyond individual plans and scripts, to support students’ ability to respond to organizational dynamics. The proposed model incorporates Insights from conflict resolution and public deliberation scholarship to enhance the competencies for engaging others in response to ethical predicaments. The notion of ethical deliberation is recast from the Deweyan sense of personal moral judgement to delineate a more dynamic practice that entwines reflection, other-regarding communication, and the co-construction of shared trajectories for resolving ethical dilemmas. The SEDAF model builds on the Giving Voice to Values (GVV) ethical leadership pedagogy, as it has been taught by the author of this paper for the past four years as a component in Engineering Ethics undergraduate courses at two universities. Over the past two decades GVV has become an influential ethical business leadership pedagogy, lauded for its grounding on individual self-understanding and on the planning, scripting, and rehearsal of actions consistent with the learner’s values in response to ethical dilemmas. The SEDAF expands the GVV pedagogy in two ways: (a) it offers a more specific repertoire of steps for ethical deliberation and action, and (b) it contextualizes those steps through a contextual cartography of nested interpersonal and organizational settings where deliberation can happen. The introduction of these two elements enhances the learner’s ability to respond to ethical dilemmas by leaping beyond individual scrips and plans for “how can I voice may values” and “what actions can I take”. Instead, the enhanced model enables the learner to explicitly visualize how to envision a deliberative process through different settings in the organizational environment, consider the stakes and relational dynamics in each setting, and “entwine” a trajectory for collective engagement and deliberation across these settings to find effective and viable solutions to the dilemma. The final section of this paper introduces the design of a pilot study to assess the impact of the SEDAF relative to the original GVV methods and other conventional ethical education approaches in student’s self-reported capacities to address professional ethical predicaments (moral potency). Categories 2. Ingenierías