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Nurses with moral sensitivity can improve the quality of care and enhance interpersonal interactions. Therefore, it is very important for school nursing ethics education to cultivate moral sensitivity in nursing students. If nursing students with moral sensitivity were more able to consider the cases from the patients’ perspectives, spokesperson for them, express their concerns for the patients’ welfare, and promote and maintain the well-being of patients, moral sensitivity would be one of the fundamentals in cultivating nursing students’ ethical decision-making skills. The teachers of nursing ethics encouraged students to develop such skills at school because their sensitivity to ethical issues and the welfare of cases would directly influence how they make their ethical decisions after they become nurses in the future. Moral sensitivity is a fundamental competency in nursing practice and can be enhanced through structured ethics education. For example, the research by Lee et al showed that ethics education intervention significantly improved nursing students’ moral sensitivity in the patient-centered nursing dimension, highlighting the potential of ethics education in cultivating ethical awareness. Building on this, Ertuğrul et al implemented an “ethics lab” project and observed significant improvements in both nursing students’ professional values and moral sensitivity, indicating that interactive and context-rich teaching strategies are particularly effective. These findings support a model that tailored teaching strategies (how) combined with students’ learning preferences (object/content) can promote deeper engagement and cognitive processing, thereby enhancing moral sensitivity (outcome) and ultimately helping to improve ethical decision-making in clinical nursing practice. However, there is a lack of empirical evidence linking learning styles to teaching strategies and whether learning through the four-square ethics framework can enhance moral sensitivity. Dunn and Dunn’s learning style theory encompassed 25 elements across environmental, emotional, sociological, physiological, and psychological domains. This study specifically focuses on the physiological domain, examining visual, auditory, and kinesthetic (VAK) sensory preferences because these modalities represent the primary channels through which learners perceive and internalize information. Grounded in experiential learning theory and constructivist perspectives, the study posits that sensory preferences shape how students attend to ethical cues, interpret value-laden situations, and engage in moral reasoning.