Abstract
The inclusion of ethics education in engineering courses has been recognized as fundamental. However, in Portugal this training component is present only in a small number of courses. Teachers are mainly responsible for building the curriculum, but students are the ones most affected by this absence of ethics education. In this context it is necessary and important to understand students´ perspective, because their role is vital in the curriculum construction´s success. It is in this framework that this investigation listened to engineering students' voice as a factor to consider in the rethinking of engineering course curriculum in the ethics education area. This study highlights the concept that students have of engineering action, their perspective about the possibility of their courses to include ethics training and its practical implementation. This research is part of a case study and research-action. The results indicate that students are very receptive to this training component, and they consider that it should be included as mandatory in engineering courses. The results also show that students prefer a more practical training with ‘prescription’ characteristics and that their perspective of engineering action consequences is very limited. These results reinforce the need for ethics education that promotes a wide scope critical reflection.
Highlights
In the contemporary context, according to [1], engineering is probably the professional activity with the greatest impact on society
Several authors and organizations consider essential promoting ethical education and reflection, developing a more accurate view of how engineering can responsibly fulfill their commitment to society [1]
Only a very reduced number of students referred to the fact that the benefits are not accessible to all people, or the nefarious connection between the economic exploitation of the technology created by engineering and the social and moral behavior change. These aspects reinforce the need for students to have ethics education, in order to broaden their awareness of the limitations and potential social-environmental consequences of the various ideologies that are associated with engineering, promoting the recognition of its role within the complex contemporary sociopolitical construction
Summary
In the contemporary context, according to [1], engineering is probably the professional activity with the greatest impact on society. The presence of engineers’ action is so incorporated into the day-to-day, that society has become dependent on engineering, without really being aware of its action. Even though, engineering fosters action, progress and well-being, but it involves a dangerous and even life threatening side. It becomes evident that the technical knowledge that engineers receive as part of their course is "powerful" [2], but raises the question of how this knowledge is being used [3]. Several authors and organizations consider essential promoting ethical education and reflection, developing a more accurate view of how engineering can responsibly fulfill their commitment to society [1]
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