article · Journal of Advanced Research in Education
This qualitative case study examines how social interactions influence character development and ethical behaviour among students at Nsamizi Training Institute of Social Development in Mpigi, Uganda. Grounded in Vygotskian sociocultural theory, the research analysed data from semi-structured interviews with twelve trainees and eight staff members, alongside document review and observations. The findings indicate that trainees develop moral and professional attributes primarily through peer collaboration, lecturer mentorship, institutional cultural practices, and community outreach. These guided interactions serve as scaffolding within the Zone of Proximal Development, helping learners internalise ethical values. Participants demonstrated gains in professional integrity, empathy, and self-regulation, even while facing persistent institutional resource constraints. The investigation highlights the necessity of structured social environments to deliberately cultivate ethical conduct in future social development practitioners.
Preparing social development practitioners requires more than technical training; it demands strong moral integrity and empathy. By demonstrating how institutional culture, mentorship, and community engagement actively build character, this research offers guidance for vocational and higher education institutes seeking to systematically integrate professional ethics into their training environments.
The findings can inform the design of structured character education modules, institutional mentorship frameworks, and reflective training programmes for vocational and tertiary education providers. The potential users include training institutes, curriculum designers, and educational administrators. Based entirely on this qualitative case study, the work is at an applied research stage and requires curricular development before broad operational adoption.
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This qualitative case study investigates character development and ethical behavior formation among trainees at Nsamizi Training Institute of Social Development (NTISD) in Mpigi, Uganda, grounded in Vygotsky’s sociocultural theory. The objective was to examine how social interactions within training environments shape the moral and professional dispositions of future social development workers. Employing a qualitative approach, data were collected through semi-structured interviews with 12 trainees and 8 staff, supplemented by document analysis and observations. Findings reveal that character and ethical behaviors are primarily cultivated through peer collaborations, mentorship by lecturers (More Knowledgeable Others), community outreach activities, and institutional cultural practices. These processes align with Vygotsky’s Zone of Proximal Development (ZPD), where guided social interaction mediates internalization of values. Trainees reported improved self-regulation, empathy, and professional integrity, although challenges such as resource constraints persist. The study concludes that intentional scaffolding of social interactions enhances ethical formation. Recommendations include embedding structured character education modules, strengthening mentorship programs, and fostering reflective practices.
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DOI: 10.63593/jare.2026.06.04
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