Emotions in Engineering Ethics Education: Systematic Review and Ways Forward.

Area of Science:

• Interdisciplinary research at the intersection of ethics, education, and engineering.
• Focus on the role of emotions in engineering ethics education.

Background:

• Emotion is increasingly recognized in ethics, education, and engineering.
• Limited synthesis exists across these fields regarding emotions and ethics.
• Engineering ethics education requires a deeper understanding of emotional and ethical connections.

Purpose of the Study:

• To systematically review and synthesize existing literature on emotions and ethics in engineering, technology, and computer science education.
• To identify key themes, concepts, theories, and conceptual gaps.
• To explore the relationships between different theoretical frameworks.

Main Methods:

• Conducted an extensive systematic review of 30 relevant publications.
• Employed abductive coding and thematic analysis.
• Identified and analyzed underlying theoretical frameworks and concepts.

Main Results:

• Three primary psychological theoretical frameworks were identified: empathy/pro-social action, moral emotions, and emotional intelligence/regulation.
• Intersections and relationships between these frameworks were largely unexplored.
• Most publications theorized emotion, ethics, or moral reasoning and their connections.

Conclusions:

• Researchers should bridge conceptual silos by exploring inter-theory relationships.
• Academic emotions in engineering ethics learning offer significant development opportunities.
• Broadening the theoretical base to include social theories is crucial, moving beyond an individualistic focus.