In today’s increasingly globalised academic environments, educators are confronted with the challenge of integrating ethical instruction within culturally diverse classrooms. This paper investigates the complex interplay between ethics and multiculturalism in education, with a specific focus on a critical incident that occurred during a tutorial session in a UK-based computer science programme. The session, intended to engage students in ethical reasoning through controversial case studies, revealed deep divisions rooted in cultural, religious, and ideological differences. Drawing on David Tripp’s critical incident methodology, this research illuminates the layered tensions between personal belief systems and professional ethical standards.

The study moves beyond mere anecdotal recounting to a structured analysis that includes theoretical critique, practical reflection, and a review of global literature on multicultural education and ethics. While many students demonstrated deep engagement, others reacted with discomfort and resistance, highlighting the friction between universal ethical frameworks and culturally specific moral perspectives. This polarisation led to diminished participation, underscoring the potential pedagogical risks of neglecting cultural sensitivities.

The paper argues for a more culturally responsive pedagogy that positions ethical conflicts not as impediments but as critical learning opportunities. It recommends integrating ethical dilemmas as core curricular content, thereby enabling students to explore the nuances of moral reasoning across cultures. Through this approach, educators can better equip students with the intellectual agility and ethical literacy necessary for responsible professional practice in diverse global contexts.

This contribution offers a timely examination of unresolved ethical tensions in multicultural classrooms and proposes a forward-looking framework for reconciling ethical pluralism with educational inclusivity. As such, it addresses a significant gap in the literature and provides actionable insights for educators, curriculum developers, and policymakers seeking to foster equity, inclusion, and ethical integrity in higher education.

Keywords: Multicultural education, ethics, critical incident analysis, cultural conflict, professional responsibility, computer science education.