Ethic and education: implications from the Elsevier Scopus bibliographic review

Abstract

The objective of this article is to present implications of ethics in education in the light of a bibliographical research carried out in the Elsevier Scopus database. The aim is to evaluate the representativeness of the theme “educational ethics” addressed by various authors spread across the globe. Evidence of interest and applicability that ethics, in a transversal way, can influence thoughts, choices and behaviors independent of culture, country, race or class. The above database is secure and considered one of the most complete with a view to sophisticated analyzes that combat false publications, framing analysis skills and research flow that can better influence decision-making. Therefore, this article suggests that “educational ethics” will be well-founded and explicit with what is most diverse in the scope of research. Between the first research approved in 1977 until the year 2023, there are different authors: Forster, D.J. (2019), Levinson, M. (2023), Nardo, A.; Gaydos, M. (2021), Hogan, P. (2010) Moghtader, B. (2015).