Abstract
I implemented the “Think, Feel, Care” learning scenario, which focuses on challenging stereotypes and preconceptions by immersing students in visual history experiences while also emphasising social-emotional learning.
The learning scenario was meticulously adapted for a Business Studies class in Malta, with a particular emphasis on Ethical Marketing, which forms part of the Marketing theme outlined in the SEC syllabus (2025). The learning scenario aligned perfectly with the lesson’s objectives as it provided a framework for exploring ethical considerations within marketing practices. The lesson objectives were:
- To gain an understanding of ethical marketing.
- To analyse adverts to identify ethical concerns and understand their impact.
- To critically think about the impact of marketing activities on consumers and society at large.
- To identify and discuss various ethical dilemmas in marketing.
- To reflect on one’s own consumer behaviour and how this might change after becoming aware of unethical marketing practices.
- To expose students to examples of ethical marketing practices by showing images of recent promotional campaigns.
- To foster communication and collaboration skills through pair work and the sharing of ideas with peers.
- To foster empathy among students towards ethical issues in marketing.
The implementation was tailored to a small group of 11 students aged around 14 to ensure that it is relevant to them. Having a small group of students in class allowed for personalised attention, and collaborative work, resulting in meaningful interactions. Over the course of 80 minutes, students were empowered to explore diverse perspectives, nurturing a profound sense of care towards ethical decision-making in marketing. As evidenced by the students’ engagement and participation, the session was deemed to be successful.
Stages of Implementation
Please note that the following presentation was prepared as a resource for this session:
Pre-class task
Before the lesson, I instructed students to find an example of a brand that has employed unethical marketing. Their task was to analyse why the ad was deemed unethical and propose alternative strategies for marketing the product ethically.
Setting the Stage for Marketing Ethics Education (10 mins)
I started the lesson by providing a brief overview of the significance of ethics in marketing, emphasising its importance in fostering trust and building customer relationships while also safeguarding the brand’s reputation. I proceeded by introducing the Europeana platform to students and highlighted its wealth of resources. Next, I introduced the ‘Think, Feel, Care’ framework and explained its relevance to ethical decision-making. The goal was to equip students with a structured approach to critically analyse and empathise with various marketing scenarios in the next part of the lesson.
Exploring Historical Adverts Through Ethical Lenses (25 mins)
During the session, I presented three historical adverts from the Europeana website and prompted students to analyse them using the ‘Think, Feel, Care’ framework. The adverts tackled themes related to racism, deceptive marketing, and gender stereotypes. Students were presented with a customised worksheet to jot down their ideas. The worksheet utilised was adapted from the provided learning scenario and modified to suit the session’s focus. The alternations involved refining the questions posed to students. Students, working in pairs, were encouraged to identify ethical concerns, engage in critical thinking, express their emotions, and empathise with the feelings of the target audience. Through this exercise, the objective was to instill in students an understanding that every action, including those undertaken by marketers, carries consequences and may profoundly impact individuals’ lives.
The worksheet mentioned above can be accessed through the following link:
The following are the links to the historical adverts showcased:
Discussion (25 mins)
Exploring Ethical Marketing Dilemmas
Afterward, students gathered to ponder on various ethical marketing dilemmas. The scenarios covered a range of unethical marketing practices, encompassing false advertising, exploitation of vulnerable audiences, promotion of unsustainable practices, undisclosed sponsorships, and violation of data privacy.
Exploring Unethical Advertising: Student Research and Discussion
Subsequently, students were encouraged to share the previously researched unethical ads with their peers. Following this, we engaged in a brief discussion about the unethical issues behind the ads provided by the students.
Reflections on Marketing Practices and Avoiding Stereotypes (15 mins)
To wrap up the session, I prompted students to reflect on potential shifts in their consumer behaviour and to consider the societal implications of marketing practices. Additionally, I exposed students to a variety of ethical adverts, followed by a viewing of the video ‘Don’t Put People in Boxes’. Students were encouraged to reflect on what they learned throughout the session and the significance of avoiding the tendency to ‘put people in boxes’. Following this, students were invited to openly discuss and share their reflections and insights.
This is the video ‘Don’t Put People in Boxes’:
This is the link to the reflection sheet:
Outcomes
The implementation of the “Think, Feel, Care” learning scenario in the business studies class resulted in significant learning outcomes as described below.
Main Outcomes Achieved Among Students
Students demonstrated enhanced communication and critical thinking skills through the application of the framework, enabling them to evaluate marketing strategies and recognise ethical concerns. Furthermore, students developed empathy and emotional intelligence by immersing themselves in the perspectives and emotions of marketers and target audiences. They recognised the importance of ethical decision-making to prevent harm and exploitation. During the session, students expressed feelings of anger, frustration, and disappointment regarding the use of unethical marketing practices. One student remarked that he was particularly intrigued by the historical use of such practices and the progress made in raising awareness about unethical behaviour. Students also demonstrated empathy by acknowledging that engaging in unethical practices can lead to mental health issues. The video shown also made a lasting impression, as students grasped the concept of embracing diversity, accepting one another, and caring for others’ feelings. Additionally, discussions on ethical marketing dilemmas increased students’ awareness, equipping them with the necessary skills to navigate such challenges effectively in their lives and future careers.
Main Achievements as an Educator
Making use of Europeana resources provided access to diverse and authentic historical materials, enriching the learning experience with real-world examples from various cultural contexts and time periods. This authenticity enhanced the relevance and impact of the lesson for students. Moreover, Europeana supported interdisciplinary learning by enabling the integration of historical, cultural, and ethical perspectives into the Business Studies curriculum. Exploring adverts from different eras provided insights into the evolving nature of marketing ethics. Europeana resources also facilitated meaningful discussions and reflections. This created a supportive learning environment where students felt comfortable expressing their thoughts and engaging in dialogue with peers, enhancing their overall learning experience. Lastly, I feel that this session enhanced my rapport with the students, further strengthening our teacher-student relationship.
Link to the learning scenario implemented: Think, feel, care (LS-IT-790)
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CC BY 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the GoTellGo Cultural Association.
