This article presents an educational activity implemented within the context of a Master's program in Computer Engineering. The goal was to develop ethical competencies and informed decision-making skills among students. Through the application of ethical frameworks such as the Ethical Decision-Making Framework (EDMF) and the Responsible Decision-Making Model (RDM), participants analyzed practical cases related to real-world ethical challenges in IT governance. Results from this formative experience demonstrate a significant improvement in students' ability to identify ethical dilemmas, evaluate options, and justify solutions that align ethical principles with organizational goals.

Introduction:
Ethics in IT governance is a critical aspect in a rapidly evolving technological environment. Ethical decision-making not only affects the sustainability and reputation of organizations but also their societal impact. This article focuses on an activity designed for Master's students, aimed at preparing future professionals to tackle complex ethical dilemmas in their professional practice. The activity is structured around ethical frameworks that provide clear methodologies for evaluating situations, considering implications, and making responsible decisions.

Methodology:
The activity involved 30 students enrolled in the 'IT Management and Governance' course. Case studies were the primary methodology, addressing topics such as data privacy, fairness in technology implementation, and the social impact of automation. Each student team applied an assigned ethical framework to analyze their case, followed by class discussions to contrast findings. Assessment tools included specific rubrics, direct observation, and evaluations of group presentations to measure learning outcomes.

Results:
The results indicated significant progress in students' ethical competencies. Most demonstrated strong abilities to identify ethical dilemmas and critically analyze solutions. Additionally, class discussions reflected high levels of participation and engagement, with well-supported arguments and a deep understanding of the applied ethical frameworks. However, some students struggled to fully integrate all ethical principles into complex cases, highlighting areas for improvement in future iterations of the activity.

Conclusions:
The proposed activity not only strengthened ethical competencies and decision-making skills in an educational setting but also underscored the importance of ethics in professional IT governance practice. Lessons learned from this experience provide a foundation for designing similar activities in other academic and professional fields. Moving forward, it is recommended to explore the integration of these dynamics into broader curricula, fostering a culture of social responsibility and ethics among future technological leaders.

Keywords: Ethical Decision-Making, IT Governance, Professional Ethics, Transversal Competences.