<p>This scoping review explores the current state of research on moral wicked problems in higher education. Wicked problems are complex, uncertain, and value-laden challenges that require approaches that transcend disciplinary boundaries and integrate ethical reflection into learning processes. This scoping review systematically examined how moral dimensions of wicked problems are discussed and didactically addressed in higher education contexts. The analysis identified four key moral dimensions: fairness and ethics in assessment processes, social justice and equitable access to higher education, sustainable and ecological responsibility, and managing uncertainty in teaching and learning in the face of global challenges. The findings reveal that while moral wicked problems are increasingly acknowledged in higher education discourse, systematic approaches to integrating them into teaching and curriculum design remain limited. The review highlights the need for further research on how moral wicked problems can be addressed through transdisciplinary, dialogical, and transformative learning formats.</p>