Moral Reflection in the Algorithmic Digital Age: Understanding Philosophy Students’ Experiences with Ethical Dilemmas in Post-Truth Educational Platforms
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Abstract
Moral decision-making in digital environments is an increasingly important topic in humanistic studies, especially as more people face ethical dilemmas online. Philosophy students provide a unique perspective on how ethical reasoning unfolds in real digital settings. Although interest in digital ethics is growing, few studies have explored how individuals personally experience and reflect on moral challenges in online spaces. This study investigates: How do philosophy students interpret and navigate ethical dilemmas in post-truth digital contexts?
Using an interpretative phenomenological approach, this study explores the subjective meanings philosophy students assign to their moral experiences online. Semi-structured interviews were conducted with ten participants, and data were analyzed using Interpretative Phenomenological Analysis (IPA) to uncover emergent themes. The findings reveal three central themes: moral ambiguity in digital interactions, the use of philosophical reflection as a coping mechanism, and emotional fatigue resulting from constant ethical negotiation. These results demonstrate that digital moral experiences are not merely theoretical but are deeply felt and internally reasoned, shaped by both philosophical education and emotional engagement.
This study contributes to the growing discourse on digital ethics by highlighting the experiential dimension of moral reasoning, with implications for ethics education and digital citizenship. The findings suggest that future research should expand to include diverse cultural and disciplinary contexts to deepen our understanding of moral agency in digital life.
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