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Does Studying 'Ethics' Improve Engineering Students' Meta-Moral Cognitive Skills?

Reena Cheruvalath1

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Science and Engineering Ethics
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Engineering students who completed professional ethics training demonstrated significantly higher meta-moral cognitive abilities. This finding highlights the impact of ethics education on developing critical reasoning skills in future engineers.

Keywords:
Engineering curriculumMeta-moral cognitionMoral judgmentProfessional ethics

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Area of Science:

  • Engineering Education
  • Moral Psychology
  • Cognitive Science

Background:

  • Professional ethics education is crucial for engineering students.
  • The link between ethics training and meta-moral cognitive ability requires further investigation.
  • Understanding this relationship can inform curriculum development.

Purpose of the Study:

  • To determine if professional ethics training predicts meta-moral cognitive ability in engineering students.
  • To compare meta-moral cognitive abilities between engineering students with and without formal ethics coursework.
  • To assess the impact of ethics education on cognitive development.

Main Methods:

  • Survey method employed with 243 engineering undergraduates.
  • Utilized a meta-moral cognitive awareness inventory, adapted from existing meta-cognitive awareness inventories.
  • Pilot study design to gather preliminary data.

Main Results:

  • A substantial difference in meta-moral cognitive abilities was observed.
  • Students who undertook professional ethics courses showed higher abilities.
  • Univariate analysis of variance indicated a significant difference (p = 0.017).

Conclusions:

  • Professional ethics training is a significant predictor of meta-moral cognitive ability in engineering students.
  • Ethics courses positively influence the development of moral reasoning skills.
  • Curriculum designers should consider integrating comprehensive ethics training.