Exploring educators' and students' perspectives on field trips in ethics education in secondary schools

Abstract

This study explores how Ethics educators and Ethics students perceive the role of field trips in Ethics Education within secondary education. It examines how students’ personal experiences influence their understanding of ethical concepts and considers the implications of these perspectives for designing field trips within the ethics curriculum. A qualitative approach was used, involving eleven semi-structured interviews with Ethics educators and students. The data were analysed using Thematic Analysis to identify patterns and meanings. The findings show that participants hold predominantly positive views of field trips, recognising their value in enhancing student engagement, supporting moral reasoning, and promoting the development of transversal skills. Field trips were also perceived as effective in connecting abstract ethical concepts to real-life contexts. However, several challenges were identified, including logistical constraints and limitations within the school structure. The study concludes by providing recommendations to facilitate an effective integration of field trips into the Ethics Education Programme, particularly to meet the learning needs of Alpha-generation students in Maltese secondary schools.