Abstract
This paper investigates the concept of moral autonomy within the context of Nigerian university education, exploring how moral education can be reconceived through a philosophical lens. Drawing on frameworks in virtue ethics and rationalism, the study employs philosophical analysis to examine the critical components of moral autonomy, self-determination, deliberative moral judgment, and internalization of ethical principles. It evaluates prevailing challenges in Nigerian higher education, including moral deficits in student character, administrative failures, and systemic constraints that hinder moral development. Drawing from comparative and indigenous moral theories including insights from Aristotle, Nigerian philosopher Akinpelu, and Yoruba ethical traditions such as Omoluwabi the paper proposes an integrative pedagogical model. This model advocates embedding moral reasoning across the curriculum, fostering habitual virtues through educational activities, and reinforcing institutional culture that promotes ethical autonomy. Ultimately, the paper argues that a philosophical reorientation of moral education grounded in both universal virtue ethics and African moral heritage can cultivate morally autonomous graduates capable of ethical leadership and contribute significantly to Nigeria’s social transformation.
Keywords: Moral Autonomy, Moral Education, Nigerian Universities, Philosophical Inquiry, Virtue Ethics