Abstract
While ethics instruction is now widespread, studies are still looking for different ways to integrate ethics in engineering programs. In this article, we propose a novel approach by teaching engineering ethics through a psychology course. Starting with the relevant literature studies, we have argued that the phenomeno-logical experience of ethics is a source to explain psychological truths, while en-gineering ethics can be better taught from psychological / behavioral perspectives. A pedagogical approach of experiential learning has been applied to integrate engineering ethics into the psychology course. The empirical study with 400 stu-dents in psychology courses show that teaching engineering ethics through a psychology course has a significant effect on improving the knowledge of engi-neering ethics for students. The relationship between the two pre- and post-test scores was a strong positive linear relationship. A regression equation with a slope of a straight line of 0.57 and a constant of 1.52 has been provided to predict the improvement of post-test scores through pre-test scores. This study proposes the formation of a "psychology and ethics" module in technical schools.
Highlights
Since engineering ethics became an accreditation criteria for the engineering program, they have created a growing interest among universities on the issue of increasing the ethical knowledge among their students and the production of ethically responsible engineers [1]
The effect of teaching engineering ethics through a psychology course is measured by the pre- and post-test scores of 347 students
In other words, teaching engineering ethics through a psychology course has a significant effect on improving the knowledge of engineering ethics for students
Summary
Since engineering ethics became an accreditation criteria for the engineering program, they have created a growing interest among universities on the issue of increasing the ethical knowledge among their students and the production of ethically responsible engineers [1]. Some studies imply that students attending an ethics course or module are more likely to realize the core value of an ethical issue in a more complex situation than students who have not had previous experience [1]. Students find it difficult to make judgments about human relations in the ethical cases [23]. They know that the human relations behind the case make ethical matters more complicated [23] This implies that the psychological factors have an influence on engineer ethics education
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