Ethical challenges in remote internships and virtual workplaces

 MARIE FAITH BALLESTEROS

Divine Word College of Laoag

Abstract

The rapid expansion of remote work has transformed organizational practices, learning environments, and employment relationships, particularly for interns and early-career professionals. While remote internships provide flexibility, accessibility, and global exposure, they also introduce ethical challenges related to governance, business ethics, and corporate social responsibility (CSR). This article examines ethical concerns in remote internships and virtual workplaces, including power imbalances, workload fairness, data privacy risks, limited mentorship, and accountability gaps. Drawing on recent literature, this paper highlights the ethical responsibilities of organizations to ensure inclusive, fair, and sustainable remote internship practices. The discussion emphasizes the importance of ethical governance frameworks that protect interns’ rights, promote well-being, and uphold CSR principles in digital work environments.

Keywords: Remote internships, business ethics, virtual work, corporate social responsibility, governance, digital workplace

Introduction

The shift toward remote work has accelerated in recent years due to technological advancements and global disruptions such as the COVID-19 pandemic. As organizations increasingly adopt virtual work arrangements, internships—traditionally designed as in-person learning experiences—have also transitioned into remote formats. For students and fresh graduates with limited professional experience, remote internships serve as critical entry points into the workforce, offering skill development without geographical constraints (Brown, 2022).

Despite these advantages, remote internships present ethical challenges that require careful consideration from a governance and CSR perspective. Interns often occupy a vulnerable position within organizations, and this vulnerability may be intensified in virtual environments where supervision, mentoring, and accountability are less visible (Smith, 2024). Ethical principles that guide traditional workplaces must therefore be reassessed and adapted to digital contexts to ensure the responsible and fair treatment of interns.

Ethical Governance and Power Imbalances in Remote Internships

Ethical governance involves organizational systems and practices that ensure fairness, transparency, and accountability. In remote internships, governance challenges frequently arise due to limited oversight and ambiguous role structures. Studies indicate that interns may experience unclear expectations, inconsistent supervision, and minimal access to organizational decision-makers, resulting in power asymmetries between interns and supervisors (Nguyen & Malik, 2024).

These imbalances may discourage interns from raising ethical concerns, such as excessive workloads or unclear task boundaries, out of fear of negative evaluations or lost opportunities. The absence of physical interaction further reduces informal ethical guidance and feedback mechanisms that are typically present in on-site internships (Frontiers in Education, 2025). Without strong ethical governance frameworks, organizations risk undermining intern learning outcomes and violating ethical standards.

Workload, Fairness, and the Risk of Exploitation

One of the most significant ethical concerns in remote internships relates to workload management and fairness. Research shows that remote work environments often blur the boundaries between professional and personal life, leading to longer working hours and expectations of constant availability (International Labour Organization [ILO], 2022). Interns may feel pressured to demonstrate commitment by working beyond agreed-upon schedules, particularly in competitive virtual settings.

From a CSR perspective, organizations are ethically obligated to ensure fair labor practices regardless of work modality. Assigning interns responsibilities equivalent to full-time roles without adequate compensation, learning support, or clear objectives can constitute exploitation (ILO, 2023). Ethical remote internship programs should establish transparent expectations regarding working hours, task scope, and evaluation criteria to protect interns’ rights and well-being.

Data Privacy, Surveillance, and Digital Ethics

The reliance on digital platforms in remote internships raises critical ethical concerns related to data privacy and surveillance. Monitoring tools used to track productivity, screen activity, or attendance may infringe upon interns’ privacy if implemented without transparency or informed consent (Cruz & Alquwez, 2023). Interns, particularly those new to professional environments, may lack awareness of their digital rights or feel uncomfortable questioning surveillance practices.

Ethical governance requires organizations to adopt responsible data practices that respect autonomy and dignity. Clear communication about data collection, limited use of intrusive monitoring technologies, and adherence to data protection standards are essential for building trust in virtual workplaces (Smith, 2024). Respecting digital privacy aligns with broader CSR commitments and reinforces ethical organizational culture.

Mentorship, Inclusion, and Psychological Well-Being

Internships are designed not only to provide work experience but also to support learning, mentorship, and professional socialization. However, studies suggest that remote internships may limit informal learning opportunities, peer interaction, and emotional support, increasing feelings of isolation and disengagement among interns (Bester et al., 2024). The lack of face-to-face interaction can negatively affect motivation, confidence, and professional identity development (Brown, 2022).

From an ethical and CSR standpoint, organizations have a responsibility to safeguard interns’ psychological well-being. Structured mentorship programs, regular virtual check-ins, and inclusive online communication practices can help mitigate the negative effects of remote work (Cruz & Alquwez, 2023). Ethical organizations recognize that well-being and development are integral components of responsible internship programs.

Corporate Social Responsibility in Virtual Internship Programs

CSR encompasses an organization’s responsibility to contribute positively to society, including the ethical treatment of interns and early-career professionals. Research indicates that students’ perceptions of internship quality are strongly influenced by ethical treatment, organizational support, and meaningful engagement (Deakin University, 2023). Ethical remote internships contribute to long-term human capital development by fostering fairness, inclusivity, and skill acquisition.

Organizations that integrate CSR principles into remote internship policies not only enhance intern satisfaction but also strengthen employer reputation and stakeholder trust (Nguyen & Malik, 2024). Ethical virtual internship programs demonstrate that technological efficiency can coexist with social responsibility and human-centered values.

Conclusion

Remote internships and virtual workplaces represent a significant evolution in modern employment and education. While they offer flexibility and expanded access to opportunities, they also introduce ethical challenges related to governance, fairness, privacy, and well-being. Interns, as early-career professionals, are particularly susceptible to ethical risks in poorly structured virtual environments.

This article emphasizes that ethical governance and CSR must evolve alongside digital work practices. Organizations have a responsibility to implement clear policies, protect interns’ rights, promote mentorship, and ensure fair treatment in remote settings. By addressing these ethical challenges proactively, organizations can create sustainable, inclusive, and ethically responsible remote internship programs that benefit both interns and institutions.

References:

Aboagye, E., Antwi, C. O., Otoo, F. N. K., & Opoku, R. A. (2024). Ethical leadership and employee outcomes in digital work environments. Asian Journal of Management Research and Innovation, 3(1), 45–60.
https://journals.e-palli.com/home/index.php/ajmri/article/view/1723

Bester, M., Stander, M. W., & Van Zyl, L. E. (2024). Remote work, employee well-being, and ethical leadership in virtual organizations. South African Journal of Industrial Psychology, 50, Article a2228.
https://sajip.co.za/index.php/sajip/article/view/2228/4193

Brown, J. L. (2022). The impact of virtual internships on student learning and professional development (Master’s thesis, St. John Fisher University). Fisher Digital Publications.
https://fisherpub.sjf.edu/cgi/viewcontent.cgi?article=1592&context=education_etd

Choudhury, P., Larson, B. Z., & Foroughi, C. (2022). Is remote work good for productivity? Evidence from knowledge workers. Journal of Sustainable Tourism, 30(5), 1112–1131.
https://www.tandfonline.com/doi/full/10.1080/13678868.2022.2047380

Cruz, J. P., & Alquwez, N. (2023). Ethical challenges and psychological well-being in remote work settings. Journal of Human Services, 43(2), 155–170.
https://journalhumanservices.org/article/91221

Deakin University. (2023). Student employability and virtual internships: Ethical implications for higher education. Journal of Teaching and Learning for Graduate Employability, 14(2), 1–16.
https://ojs.deakin.edu.au/index.php/jtlge/article/view/946

Frontiers in Education. (2025). Ethical considerations in digital learning and work-integrated education. Frontiers in Education, 10, Article 1497721.
https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1497721/full

International Labour Organization. (2022). Remote work and the future of decent work: Ethical and governance challenges. International Journal of Environmental Research and Public Health, 19(22), Article 9702894.
https://pmc.ncbi.nlm.nih.gov/articles/PMC9702894/

International Labour Organization. (2023). Digital surveillance, privacy, and employee well-being in remote work. International Journal of Environmental Research and Public Health, 20(3), Article 9922901.
https://pmc.ncbi.nlm.nih.gov/articles/PMC9922901/

Nguyen, T. T., & Malik, A. (2024). Ethical governance in virtual workplaces: Implications for internships and early-career workers. Journal of Responsible Innovation. Advance online publication.
https://www.emerald.com/jrit/article/doi/10.1108/JRIT-07-2024-0198/1254131

Smith, R. (2024). Power asymmetries and ethical risks in virtual internships. Journal of Applied Ethics and Organizational Studies. Advance online publication.
https://www.tandfonline.com/doi/abs/10.1080/23736992.2024.2333486

University of Cambridge. (2022). Governance, ethics, and responsibility in digital organizations. Cambridge Open Repository.
https://www.repository.cam.ac.uk/items/8256e91b-a5bb-4012-bf5c-69215ce2388b

 

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Safeguarding integrity: Mechanisms on reporting and addressing unethical behavior in Philippine schools

 CAFIRMA, HARLENE A.

MBA DIVINE WORD COLLEGE OF LAOAG

Abstract

This article explores the critical role of teachers and administrators in promoting integrity and safety within Philippine schools. Drawing from practical experience and policy guidelines, it discusses effective mechanisms for reporting and addressing unethical behavior, including whistleblower policies, anonymous reporting systems, open-door approaches, and formal complaint processes. The article also highlights the importance of impartial investigations, corrective actions, feedback, and whistleblower protection. Emphasis is placed on aligning school practices with the Department of Education’s child protection and anti-bullying policies to ensure a supportive and ethical educational environment for all.

Keywords: Integrity, whistleblower policies, anonymous reporting, school leadership, child protection, anti-bullying, ethical behavior, investigation, corrective action, Philippine education

Introduction

Having spent years in the Philippine educational system, I have witnessed firsthand how acts like cheating, bullying, and discrimination can deeply affect not only the individuals involved but also the broader school community. These incidents can erode trust, lower morale, and create an environment where students and staff feel unsafe or unsupported. The ripple effects of unethical behavior often extend beyond the immediate victims, impacting relationships, academic performance, and the overall culture of the school. Academic misconduct and the influence of integrity culture have been empirically studied in the Philippine context, highlighting how faculty and peer behavior shape ethical standards among students (Resurreccion, 2016).

As teachers and administrators, our influence goes beyond delivering lessons or managing operations—we are stewards of the school’s values and climate. Our actions and policies set the tone for what is acceptable and what will not be tolerated. By establishing clear, accessible mechanisms for reporting unethical behavior, we empower students, teachers, and staff to speak up when they witness or experience wrongdoing. This includes providing confidential reporting channels, ensuring anonymity when needed, and communicating that all reports will be taken seriously and handled impartially.

Moreover, our commitment to addressing these issues must be visible and consistent. When we respond promptly and fairly to reports of misconduct, we reinforce the message that integrity and respect are non-negotiable. We also build trust within the school community, assuring everyone that their well-being is a priority and that they are supported if they choose to come forward.

Ultimately, our leadership in promoting ethical conduct and safeguarding integrity helps create a school environment where everyone feels valued, protected, and motivated to contribute positively. By championing these efforts, we lay the foundation for a culture of safety, trust, and academic excellence.

Mechanism of reporting unethical behavior

Whistleblower Policies

Confidential reporting systems are essential for empowering both staff and students to speak up about unethical conduct. When these policies are clearly communicated, everyone understands not only what constitutes unethical behavior but also how to report it safely. Teachers and administrators must ensure that these policies are accessible, regularly reviewed, and reinforced through training and open discussions. This proactive approach helps build a culture where integrity is valued and protected. Effective reporting mechanisms, such as confidential systems and whistleblower policies, are recognized as essential for empowering school personnel to address child abuse and neglect (Alazri & Hanna, 2020).
Additionally, evidence-based ethics instructional methods have been developed to guide educators in responding to unethical behavior (Schreck, Ivy, & Zane, 2023). 

Anonymous options

Anonymous hotlines or digital platforms are particularly important for sensitive issues such as harassment or bullying. These options lower the barrier for reporting by removing the fear of identification or retaliation. Administrators should ensure these channels are easy to use, well-publicized, and monitored by impartial personnel. Regular reminders about these options can encourage more honest and timely reporting, leading to earlier intervention and support.
Bullying remains a significant concern in Philippine schools, and anonymous reporting mechanisms are vital for early intervention (Elemino et al., 2023).

Open-Door Policy

The leadership style and ethical conduct of school principals have a direct impact on the school climate, with research suggesting that transparent leadership can prevent unethical behaviors (Arslan et al., 2024). An open-door approach from school leaders fosters trust and transparency. When teachers and administrators are approachable and willing to listen, students and staff feel more comfortable sharing their concerns. This informal channel complements formal mechanisms, allowing issues to be addressed before they escalate. It also signals that leadership is genuinely invested in the well-being of the school community.

Written Complaints

Formal complaint processes ensure that serious issues, such as grade tampering or harassment, are properly documented and investigated. Written records provide a clear trail for accountability and follow-up. School leaders must handle these complaints impartially and confidentially, reassuring all parties that their concerns will be taken seriously and resolved fairly. Proper documentation and impartial investigation of complaints are vital, as demonstrated in studies of behavioral management practices in Philippine schools (Castino, 2023).

Addressing Unethical Behavior

Investigation

Impartial and confidential investigations are the backbone of a trustworthy reporting system. Assigning unbiased investigators, sometimes from outside the immediate school environment, helps ensure objectivity. Maintaining confidentiality throughout the process protects all parties and encourages future reporting. Teachers and administrators must be trained in proper investigative procedures to uphold fairness and integrity.

Corrective Actions

Disciplinary measures, such as warnings, suspensions, or required workshops, send a clear message that unethical behavior will not be tolerated. Consistency and fairness in applying these actions are vital for maintaining trust in the system. Teachers and administrators should also focus on restorative practices, helping offenders understand the impact of their actions and supporting their reintegration into the school community. Faculty perspectives highlight the challenges and solutions in upholding academic integrity, emphasizing the need for continuous feedback and professional development (Paranga, 2024).

Feedback

Providing feedback after a report is resolved helps build trust and demonstrates the school’s commitment to improvement. Regular follow-up and ongoing training reinforce a culture of integrity, ensuring that lessons learned from each case contribute to a safer and more ethical environment for everyone.

Whistleblower Protection

Adhering to established ethical principles, such as those outlined by the American Psychological Association (2017), ensures that whistleblowers are protected and ethical standards are maintained. Thus, clear policies against retaliation are essential for a successful reporting system. When teachers and administrators actively protect whistleblowers, it reassures the entire school community that speaking up will not result in negative consequences. This protection must be communicated clearly and enforced consistently, with swift action taken against any form of retaliation.

Local Policy Reference

The Department of Education’s Child Protection Policy (DO 40, s. 2012) and the Anti-Bullying Act of 2013 provide the legal foundation for safeguarding students and addressing unethical behavior in schools. And it provides a strong foundation for school policies. These guidelines require schools to have clear procedures for reporting and addressing unethical behavior, as well as a designated Child Protection Committee. Teachers and administrators are responsible for ensuring these policies are implemented, regularly reviewed, and followed in practice. By aligning school practices with national standards, leaders help create a safe and supportive environment for all students and staff.

Professional Standards

Professional standards for educational leaders, such as those outlined by the National Policy Board for Educational Administration, serve as a foundational guide for school leaders, emphasizing the critical role of ethics and accountability in educational settings. These standards articulate clear expectations for behavior, decision-making, and leadership practices, ensuring that administrators act with integrity and transparency in all aspects of school governance.

Conclusion

By championing effective reporting and investigation systems, teachers and administrators set the standard for ethical conduct within the school community. When we actively promote and uphold these mechanisms, we demonstrate our commitment to transparency, fairness, and accountability. This leadership not only reassures students and staff that their voices will be heard but also encourages them to speak up without fear of retaliation.

Our role goes beyond enforcing rules—we model the values of honesty and respect in our daily interactions. By ensuring that every report is taken seriously and investigated impartially, we foster trust and mutual respect among all members of the school. This proactive approach helps prevent issues from escalating, addresses problems promptly, and reinforces the message that unethical behavior will not be tolerated.

 

References

1. Alazri, Z., & Hanna, K. M. (2020). School personnel and child abuse and neglect reporting behavior: An integrative review. Children and Youth Services Review, 112, Article 104892. https://doi.org/10.1016/j.childyouth.2020.104892
2. Arslan, Y., Polat, S., Gürler, M., & Bulut, İ. (2024). Unethical behaviors of school principals according to teachers’ views: Causes and recommendations for prevention. International Journal of Psychology and Educational Studies, 11(1), 50–65. https://files.eric.ed.gov/fulltext/EJ1416196.pdf
3. Schreck, K. A., Ivy, J. W., & Zane, T. (2023). Teaching behavior analysts to address unethical behavior: Developing evidence-based ethics instructional methods. Behavior Analysis in Practice. Advance online publication. https://doi.org/10.1007/s40617-023-00845-6
4. Resurreccion, P. F. (2016). The impact of faculty, peers and integrity culture in the academe on academic misconduct among Filipino students: An empirical study based on social cognitive theory. International Journal of Educational Research and Technology, 7(2), 1–10. https://www.researchgate.net/publication/304169734_The_Impact_of_Faculty_Peers_and_Integrity_Culture_in_the_Academe_on_Academic_Misconduct_among_Filipino_Students_An_Empirical_Study_Based_on_Social_Cognitive_Theory
5. Paranga, N. R. (2024). Faculty perspectives on challenges and solutions in upholding academic integrity at a polytechnic college in Metro Manila. International Conference on Contemporary Education, Philosophy and History, 1–12. https://icceph.com/wp-content/uploads/2024/02/FACULTY-PERSPECTIVES-ON-CHALLENGES-AND-SOLUTIONS-IN-UPHOLDING-ACADEMIC-INTEGRITY-AT-A-Y-COLLEGE-IN-METRO-MANILA.pdf
6. Elemino, Q. J. A., Kilag, O. K. T., Almendral, C., Oroyan, C. M. G., Abu Jalboush, Y. B. A., & Ruizo, J. L. (2023). The silent epidemic: The bullying among children in Philippine schools. Journal of Educational Research and Practice, 1(6), 195–203. https://zenodo.org/records/10403829/files/v1%286%29+195-203+-+The-Silent-Epidemic.pdf
7. Castino, L. G. (2023). Child Protection Policy and Behavioral Management Practices in a Public Elementary School in Rizal, Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 4(1), 1–15. https://ejournals.ph/article.php?id=18752
8. American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). https://www.apa.org/ethics/code/
9. Department of Education. (2012). DepEd Child Protection Policy (DO 40, s. 2012). https://www.deped.gov.ph/2012/05/14/do-40-s-2012-deped-child-protection-policy/
10. Republic Act No. 10627, Anti-Bullying Act of 2013. (2013). https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/
11. National Policy Board for Educational Administration. (2015). Professional standards for educational leaders 2015. http://www.npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

 

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