Abstract

The development of critical thinking and moral reasoning is a pressing pedagogical priority in higher education, particularly in the context of increasingly complex ethical landscapes. Traditional debate formats, while useful for promoting argumentation, often fail to embed foundational moral theories in a way that fosters deep ethical literacy. This study introduces the Moral Theories Debate Model (MTDM), a structured pedagogical framework designed to explicitly integrate utilitarianism, deontology, and virtue ethics into online debate to cultivate theory-based reasoning and reflective moral judgment. A qualitative action research methodology was employed with 21 undergraduate students from a Malaysian public university, involving three iterative debate cycles conducted asynchronously. Data were collected from debate transcripts and reflective journals, and analysed thematically to assess growth in theoretical understanding, critical engagement, and ethical reasoning. Results indicate that the MTDM significantly enhanced students’ capacity to apply moral theories, formulate structured arguments, and engage in complex ethical dialogue. Students reported increased confidence, improved intellectual flexibility, and greater metacognitive awareness in moral analysis. The findings suggest that the MTDM offers a scalable, research-informed approach to ethics instruction, particularly suited for digital and hybrid learning environments. By embedding ethical frameworks into the debate process, the MTDM bridges the gap between theoretical knowledge and practical application. The study contributes to the scholarship of teaching and learning by positioning structured ethical debate as a tool for epistemic and moral development.