Pedagogical Foundations for Developing Moral Decision-Making Competence in Primary School Pupils

Moral decision-making competence is an essential component of the personal and social development of primary school pupils. It enables children to recognise ethically significant situations, interpret competing values, consider the perspectives of others, anticipate consequences, justify their choices, and assume responsibility for their actions. This article examines the pedagogical foundations for developing moral decision-making competence among primary school pupils through a conceptual analysis of established theories of moral development and research on contemporary educational practices. Particular attention is given to teacher modelling, age-appropriate moral dilemmas, collaborative reasoning, storytelling, role-play, reflective activities, and technology-supported learning. The analysis identifies five interrelated pedagogical conditions: a psychologically safe classroom environment, meaningful moral dilemmas, structured dialogic interaction, opportunities for responsible action and reflection, and cooperation between schools and families. The findings suggest that moral competence cannot be developed effectively through the memorisation of rules or the reproduction of socially desirable answers alone. Instead, it requires systematic opportunities for pupils to articulate their reasoning, consider alternative viewpoints, evaluate consequences, and revise their judgements through dialogue and experience.