Objectives:
One of the most interesting issues in cognitive approach to economics is how people make moral choices in professional situations. The question was asked whether the moral choices made are determined by the learning outcomes achieved at university. The aim of this study was to contribute to the understanding of the sources of the rational aspect of utilitarian activities in professional terms and the role of directed education in this process.

Material and methods:
Behavioral analyses of moral decisions are based on the so-called "trolley dilemma," in which the subjects are put in a hypothetical situation where they can save more people at the cost of one person's life. The utilitarian choice assumes that what is moral or immoral depends on the magnitude of the consequences of the decision made. In the conducted experimental study, it was assumed that the manager is required to think based on the analysis of profits and losses and to make decisions in relation to the result, which is in line with the utilitarian concept. It was verified whether economic education generates an effect in the form of a higher inclination to make utilitarian decisions in a classic dilemma and in professional relations in a company.

Results:
The results of the experiment indicate that economic studies orient towards utilitarian reasoning, both in the classical dilemma and in professional situations. At the same time, it was found that when deciding on employment, women show a stronger inclination towards utilitarian choices.

Conclusions:
It has been confirmed that people obtaining economic education show higher inclinations to utilitarian decisions in both variants of the trolley dilemma. The results therefore expand on previous research indicating that an economic way of thinking generates stronger utilitarian inclinations.