Building Moral Communities for National Development: How Ghanaian Universities’ Moral Identity Shapes Students’ Ethical Behavior

Higher educational institutions in Ghana are tasked with producing skilled and ethically conscious graduates to address the nation's evolving needs. The educational landscape in Ghana, like that of many developing nations, faces various ethical challenges, including corruption and academic dishonesty, which make achieving this goal challenging. Drawing on foundational theories, including Kohlberg's moral cognitive development theory and humanistic theory, the study explored the ethical environment of Ghanaian universities in cultivating students’ moral character. With an interpretive case study lens, guided by the PRISMA 2020 guidelines, this systematic literature review analyzed academic literature, institutional reports, and policy documents related to how Ghanaian universities’ moral identity shapes students’ ethical behaviors in support of national development. The study addresses a critical gap in understanding Ghanaian universities’ national impact beyond academic instruction. Key findings revealed a strong institutional commitment to fostering moral identity through mission statements and policies, despite challenges in translating aspirations into consistent practice. Key mechanisms for influencing ethical behavior include (a) robust role modeling by ethical leaders and faculty, (b) the deliberate integration of ethics into the curriculum, and (c) the significant impact of co-curricular and community engagement activities. Policy makers and practitioners could use the study findings to reinforce ethical leadership and advocate adaptive strategies that will ensure a stronger moral community for national development.