Archaeological Insights into the Ethical Framework of Educators in Mediterranean Higher Education: A Multiscientific Approach

Abstract

In the context of Mediterranean archaeology and cultural heritage, the ethical framework of educators in higher education institutions plays a pivotal role in preserving and interpreting ancient civilizations. This study employs a multiscientific approach to explore the cultivation of teacher ethics, drawing parallels with archaeological methodologies. Utilizing data from surveys, interviews, literature reviews, and case studies, the research provides a comprehensive analysis of the ethical landscape in higher education. Quantitative analyses, including descriptive statistics, correlation, and regression, reveal significant correlations between the ethical challenges faced by educators and their training needs. Qualitative inquiry, through content analysis and grounded theory, highlights recurring themes such as the necessity for continuous professional development, the influence of ethical exemplars, institutional support, clarity in ethical policies, and the impact of student feedback. The findings suggest that a multifaceted strategy, integrating ongoing training, robust institutional backing, and transparent ethical guidelines, is essential for fostering strong ethical practices among educators. This research not only enriches theoretical and practical insights into teacher ethics but also offers valuable recommendations for policymakers and educational institutions in the context of Mediterranean archaeology and cultural heritage.