COVID-19 pandemic reveals challenges in engineering ethics education
COVID-19 pandemic reveals challenges in engineering ethics education
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DOI：
10.1007/s40889-022-00156-4
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发表时间：
2022-09-14
影响因子：
0.8
通讯作者：
中科院分区：
文献类型：
--
作者：
工程伦理可以分为技术伦理、专业伦理和社会伦理三个方面。理想情况下，工科学生应该涉足这三个伦理领域，但文献表明，情况可能并非如此。在全球大流行期间，工科学生如何参与工程伦理的三个领域？新冠肺炎疫情代表着一个戏剧性的、持续不断的现实世界挑战，影响着许多学生个人。这项研究通过考察工科学生如何理解他们在应对流行病及其影响方面的角色，来探索工科学生在各个工程伦理领域的参与程度。我们对中西部一所大学的工科本科生(n = 410)进行了一项调查。定性分析表明，受访者对社会道德和职业道德的参与度较低，而对技术道德的参与度较高。定量分析表明，在我们的研究中，来自不太富裕家庭的非保守的工科学生比来自不太富裕家庭的保守的工科学生表现出更高的技术伦理参与度。然而，与来自富裕家庭的保守的工程学学生相比，来自富裕家庭的非保守派工科学生在技术伦理方面表现出类似的参与。此外，与居住在非城市地区的富裕家庭和不富裕家庭的工科学生相比，居住在城市地区的富裕和不富裕家庭的工科学生对技术伦理的参与度更高。此外，来自较不富裕家庭的非城市工程专业学生与来自较不富裕家庭的城市工程专业学生在参与技术伦理方面的差异大于来自富裕家庭的非城市工程专业学生与来自富裕家庭的城市工程专业学生在参与技术伦理方面的差异。还需要进一步的调查来解释这些发现。然而，定性结果证实，尽管大流行有可能鼓励人们参与所有三个道德领域的活动，但在技术层面以外，对道德操守的参与仍然很少。网上版载有补充材料，可在10.1007/s40889-022-00156-4查阅。
Engineering ethics can be divided into three spheres, namely the technical, the professional, and the social. Ideally, engineering students should engage with all three spheres of ethics, but the literature suggests that this might not be the case. How do engineering students engage with the three spheres of engineering ethics during a global pandemic? The COVID-19 pandemic represents a dramatic and ongoing real-world challenge affecting many students personally. This research explores the extent to which engineering students engage with each sphere of engineering ethics by examining how engineering students understand their roles in addressing the pandemic and its implications. We conducted a survey with undergraduate engineering students (n = 410) at a university in the Midwest. Qualitative analysis suggests that there was low engagement with both social ethics and professional ethics among respondents, while there was higher engagement with technical ethics. Quantitative analysis suggests that non-conservative engineering students from less wealthy families in our study show higher engagement with technical ethics as compared to conservative engineering students from less wealthy families. Non-conservative engineering students from wealthy families, however, show similar engagement with technical ethics as compared to conservative engineering students from wealthy families. In addition, engineering students from both wealthy and less wealthy families show higher engagement with technical ethics if they reside in urban areas as compared to engineering students from both wealthy and less wealthy families in non-urban areas. In addition, the difference in terms of engagement with technical ethics between non-urban engineering students from less wealthy families and urban engineering students from less wealthy families is larger than the difference in terms of engagement with technical ethics between non-urban engineering students from wealthy families and urban engineering students from wealthy families. Further investigation will be needed to explain these findings. However, qualitative results confirm that, despite the potential for the pandemic to encourage engagement with all three spheres of ethics, there continues to be low engagement with ethics beyond the technical level. The online version contains supplementary material available at 10.1007/s40889-022-00156-4.
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