**3. Conclusions**

In this research, actions for implementing ethical practices in higher education have been proposed. Teacher training—planned by academic management that prioritises ethics in its educational model—will allow teachers to develop ethical attitudes and update knowledge with tools that facilitate the curricular inclusion of ethics. In conclusion, the effective implementation of ethics in higher education depends on mainstreaming it in the curricula and the creation of a figure for its permanent analysis, such as the Ethics Lecture or Chair. Likewise, this implementation in practice will occur thanks to ethical teaching and institutional actions. The ultimate goal is the formation of professionals and honest citizens ready to face the complex dilemmas of the present and future world. There is an intrinsic relationship between teachers, students, and the institution that hosts them. The links of ethics that develop within this relationship reflect a series of characteristics in the role and profile of each one of them, given that each educational activity is an ethical action. With this, we hope to contribute to the development of new research with case studies that put into practice the actions proposed and provide feedback for the continuous development of the subject.

In the last two decades at the international level, it is evident that the most crucial challenge is to maintain quality in education systems. Hence, the challenge is to train citizens to prepare for the dynamics of contemporary society and the era of information and uncertainty [13]. In addition, unrestricted respect for human dignity is the vertex within the particularities of an ethical teacher, through the action of his autonomy and academic freedom, as principles that govern the educational dynamics.

*3rd International Congress on Ethics of Cuenca*
