Dilemma-Based Learning methodology
DOI:
https://doi.org/10.35564/jmbe.2026.0001Keywords:
methodology, ethics, dilemmas, learning, moral reflectionAbstract
This article introduces and defines an innovative educational methodology: Dilemma-Based Learning (DBL), which responds to the ethical challenges and dilemmas emerging from the digital context that defines the first half of the 21st century. This methodology demands the weighing of values, contextual interpretation, and decision-making under uncertainty, by presenting students with real or hypothetical complex situations that require critical thinking to be addressed. It focuses on the resolution of dilemmas, as opposed to problems, which involve ethical considerations and call for reasoned arguments, often with contradictory consequences. The ultimate goal of this methodology is the formation of individuals capable of moral deliberation, sensitivity to diversity, and responsibility toward the common good. DBL provides a framework applicable to various educational or professional levels and contexts and can be used with a wide range of learners.
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