Students' experiences with educational-ethical challenges

Abstract

The purpose of this research is to investigate students' experience with educational-moral challenges. The research method is qualitative and phenomenological. The statistical population of this research included all female students of the second secondary level. The sample was selected purposefully and according to the available samples. Data saturation in the field of the educational-moral challenge of identity confusion was done after 14 interviews, communication challenge after 15 interviews, and existential anxiety challenge after 17 interviews. The three-step Ricoeur's method was used to analyze the interview data. Findings include 5 main themes and 16 sub-themes. The research shows that the educational-moral challenges of students are rooted in their untested assumptions and false beliefs. The analysis of the students' experience provides a clear picture of their perceptions about each of the challenges, and the discovery and interpretation of their speech shows that each experience has depth and breadth, and from each experience, we can reach the hidden things of the word.

Keywords: Challenge; education; ethics; morals; phenomenology.