Autonomy remains a key concept in contemporary philosophical and educational debates, especially within democratic contexts that seek to foster responsible, critically minded citizens. The central question addressed in this paper is how the philosophical concept of moral autonomy can be applied to pedagogical practice. To answer this question, the notion of moral autonomy is first examined. Drawing on the work of influential thinkers -most notably Immanuel Kant and Erich Fromm- the analysis traces how moral autonomy has been theorized as a central feature of human agency. It then shifts focus to the educational field, examining how such philosophical insights can be meaningfully translated into pedagogical practice. Particular attention is given to Greece’s recent initiative to embed the “Active Citizen Initiatives” curriculum into primary and secondary education (Ministerial Decision 130372/GD4, 01.11.2024). A curriculum emphasizing its relevance for shaping individuals capable of making ethical decisions based on internalized values rather than imposed norms. Given the above, this paper contributes to bridging the gap between theoretical philosophy and practical pedagogy by arguing that moral autonomy is not merely a theoretical ideal, but its principles can be actively cultivated in educational settings. By integrating philosophical reflection with educational policy and practice, this paper highlights the potential of school classrooms to serve as spaces where ethical autonomy becomes a lived and practiced dimension of democratic citizenship. Article visualizations:
Pitsou et al. (Wed,) studied this question.