This study analyses the consolidation of institutional design for the teaching of ethics in three higher education institutions (heis) in Colombia. Using a qualitative approach and a comparative case study, three key dimensions were evaluated: aims, official curriculum, and teaching profile. Surveys, focus groups, and interviews were conducted with students, lecturers, and administrators. The results reveal that the teaching of ethics is more effective when there is clear alignment between institutions, stakeholders, and curricular strategies. The findings highlight the importance of active teacher participation and the need to strengthen spaces for ethical learning through interaction and collaboration. The study concludes that a participatory and collaborative institutional approach, combined with the strengthening of the teaching profile, is essential for effective and relevant ethics education in the university context.
