Abstract

This study investigates the integration of drama performance methods into business ethics education through a mixed-methods approach. A quasiexperimental design was employed to compare the effects of drama-based pedagogy and traditional lecture-based methods on undergraduate business students’ ethical decision-making, critical thinking, and empathy. The quasiexperiment aimed to test whether drama-based pedagogy enhances these competencies more effectively than traditional approaches do. Complementing this, a qualitative study was conducted to explore the mechanisms through which emotional engagement in drama-based activities influences these learning outcomes. The findings from both studies provide comprehensive insights into the efficacy and underlying processes of drama-based pedagogy in fostering essential ethical skills.