**4. Conclusions**

Academic primary goals in students' learning demonstrate better achievements when teaching incorporates moral and civic ingredients. Unfortunately, the case on the contextual nature of pedagogies in HLIs would be that some faculties may not be prepared to promote moral and civic development. It seems that the requirements for the new pedagogies, including training materials, to resolve ethical dilemmas might be challenging the faculties in HLIs, who wish to implement the programs for the first time. The question of what others are doing on the basis of global accreditation may sterilize what someone has to decide on inclusion due to the lack of global standardized ethical guidelines. However, moral and civic development centered on hands-on training, and integration of the service experiences with the academic material are critical to students' learning outcomes demonstrated through desired standard moral and ethical dispositions. One can hold that moral and civic training is necessary in HLIs for providing students with informed beliefs, values, and choices on encounters with ethical dilemmas in learning and teaching process. The quest of who to set ethics training standards at global or regional level seems to need more discussion and research to attain a certain level of objectivity and inclusiveness.
