This paper reviews the various components of an ethics education model from the perspective of human dignity. The model, which was developed through our comparative research on ethics education in French-speaking countries, offers a nuanced reading of educational programs. This model comprises seven ethical components. Three are simple – Education for society (ES), Personal development (FP), and Education for otherness (EA) – and four are mixed (FP/EA, FP/ES, EA/ES and FP/EA/ES). The qualitative research that led to the development of the model draws on an inductive logic anchored in educational programs analyzed. After examining the model’s components, the paper concludes that an ethics education that uses human dignity as both a key reference and as a goal requires a different form of recognition in each component of the analytical model.