Character Development and Ethical Behavior Formation Among Trainees: A Developmental Psychology Perspective Based on Vygotskian Social Interaction Theory — A Case Study of Nsamizi Institute of Social Development

Abstract

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.