Ethics Education Research Articles

Tantangan Pendidikan Agama Islam dalam Membangun Karakter Generasi Milenial

Islamic Religious Education (PAI) plays a vital role in building the character of the millennial generation, who face significant challenges in the digital era, such as the influence of global culture, low digital literacy, and the spread of negative information on social media. This study employs a qualitative method with in-depth analysis of various literature sources and social contexts. The findings indicate that PAI can provide a strong moral foundation for young people through understanding Islamic values, fostering noble character, and increasing spiritual awareness. However, millennials often struggle to internalize religious teachings due to exposure to foreign cultures that contrast with Islamic values. Other challenges include a dependency on technology, which has the potential to reduce their mental resilience. In conclusion, adaptive strategies are needed, such as integrating technology in learning, professional development for teachers, and digital ethics education to help millennials navigate the complexities of the digital era without losing their identity and moral integrity.

Manusia dalam Perspektif Pendidikan Islam: Telaah Konseptual Tafsir Tarbawi

Humans are creatures who are given intellect, lust, and thought, so to humanize humans it is necessary to have guidelines or references, namely through education. With education, life will be more oriented towards the goals that they want to achieve. The research aims to comprehensively describe human understanding of its relevance to education as the main means for humans. This article is the result of literature (library) and Descriptive Analysis using existing evidence books. The research method used is Library Research to solve a problem. This research was conducted by examining literature data in depth, both secondary and primary. The results of the analysis found that human beings will not be separated from the corridors that have been determined by the code of ethics in education based on the Qur'an and As-Sunnah, Ijma and Qiyas, on their journey. And in the end man will always be obedient and obedient. 'Contrary to the command of the holy spirit as the god of the universe, so that the meaning of Human Beings and their Relevance to Education is to create human beings with noble character and have knowledge that is balanced with the development of the times.

Teachers’ perspectives on the implementation of an ethical education curriculum in Ireland

ABSTRACT This study examines the perspectives of ten secondary school teachers on the implementation of a pilot Ethical Education curriculum at senior cycle in three Educate Together schools in Ireland. Informed by a synergy between two ecological approaches, namely the meta-theoretical Consolidated Framework for Implementation Research (CFIR) and the OECD Learning Compass 2030 policy framework for curriculum change, teacher data from interviews and surveys informed a revision to this draft curriculum. Teachers reported that the Ethical Education curriculum facilitated an environment where students had the opportunity to exercise their agency in demonstrating their knowledge, skills, attitudes and values to develop as moral agents. Recommendations were formulated and are presented using an ecosystemic approach, congruent with the CFIR and the Learning Compass, to guide the implementation of this curriculum at a national level.

The Expert, The Novice, and The Skeptic: Game Literacy and Pedagogical Practice

This qualitative case study explores how teachers' video game literacy impacts their pedagogical use of the digital game The Walking Dead in an ethics education course at a Norwegian high school. The research question addressed is: how is teachers' pedagogical use of a digital game impacted by their levels of video game literacy? The study followed seven teachers, varying in teaching and gaming experience, over two semesters. Observations and semi-structured interviews were conducted to gather data on the teachers' experience and pedagogical practice using The Walking Dead in their classes. Three teachers were selected for deeper analysis based them showing differences in attitudes and practices, while having similar teaching experience. These teachers were labeled "the expert," "the novice," and "the skeptic" based on their gaming literacy and attitudes. The analysis was based on a two-dimensional approach to video game literacy, emphasizing operational and cultural literacy. The results show that operational literacy impacted how teachers perceived and used various game elements, especially how they identified and framed the game’s dilemmas. The expert and novice saw the game's narrative as an important contextual resource for engaging with the dilemmas, while the skeptic saw it as merely a backdrop. The skeptic also had difficulties distinguishing between relevant and less relevant aspects of the game relative to the learning goal. Cultural literacy mainly impacted the teachers' ability to differentiate between students' perceptions and experiences of the game and different modes of playing. The expert had a more nuanced approach to how students perceived the game's motivational power, emphasizing the story's importance. The novice and expert explicitly instructed students to distinguish between playing for fun and playing to learn, while the skeptic made less of a distinction and saw playing the game more as a standalone learning activity. The findings suggest that teachers' video game literacy can significantly influence pedagogical use of digital games. Higher levels of operational and cultural literacy enable teachers to better navigate the game's elements, guide students' engagement, and facilitate connections between gameplay and learning objectives.

Mellom fantasi og virkelighet: Lærerstudenters oppfatning av dataspills etikkdidaktiske mulighetsrom

This article explores how student teachers experience the potential that games can bring to ethics education. We had student teachers test different games and then reflect on the games' possibilities, both individually and in groups. The study shows that the students place significant emphasis on the action-oriented aspect of ethics, applied ethics, and that this influences the criteria they believe a video game should meet to be used in teaching. The students emphasized that the choices in the games should be clear and realistic for them to be relevant for students in a classroom setting. Games with magical elements, on the other hand, were seen as less relevant. The students also emphasized that the choices players have to make in the games should be discussed in groups, so that different perspectives and viewpoints are more clearly highlighted. Keyword: Game-based learning, ethics didactics, teacher education, digital games, immersion, frames

The AI and Big Data Equitable Transformation Theory (ABETT): A Pathway to Inclusive Development and Technological Empowerment

The rapid advancement of artificial intelligence (AI) and big data technology has created new potential for economic growth, social development, and creativity. However, their incorporation into local economies presents issues regarding ethical governance, skill development, access to infrastructure, and equitable benefit sharing. This paper presents the AI and Big Data Equitable Transformation Theory (ABETT), a comprehensive framework for guiding the responsible and inclusive use of AI and big data in various scenarios. The ABETT model has six basic constructs: policy and ethical governance, skills development and education, scalable and equitable infrastructure access, collaborative innovation and knowledge exchange, sustainable AI and data for development, and economic growth and competitiveness. The ABETT framework was created, validated, and enhanced using a qualitative research design that included a systematic literature assessment, expert interviews, and case study analysis. The results support the model's relevance and applicability, illustrating how its elements work together to generate ethical and sustainable technological innovation. Comparisons with previous theories show that ABETT adds value by proposing a comprehensive and customizable pathway for AI and big data adoption that emphasizes collaboration, equity, and sustainability. The paper discusses the model's policy and practical implications, limitations, and future research recommendations. ABETT provides a practical roadmap for stakeholders who want to use AI and big data to promote inclusive growth, sustainable development, and equitable technical advancement.

Advancing Mental Health and Ethics Education for College Students

This study explores the implementation of the DeepPsy framework at a university in Hebei, China, assessing its impact on student mental health and ethical behavior. By integrating a 2D convolutional neural network (2D-CNN) with long short-term memory (LSTM) networks, DeepPsy analyzes complex online behavior patterns and academic performance data. The methodology involves diverse data collection techniques, providing a comprehensive understanding of students' mental health. Results indicate improved identification of at-risk students, leading to timely interventions and enhanced mental health outcomes. This study highlights the potential of advanced data analytics in fostering supportive educational environments that promote student mental health and ethical decision making.

Shaping Ethical Digital Citizens through Islamic Education

General Background: Education in Indonesia faces complex challenges related to concepts, regulations, and implementation across various educational systems. A critical issue is the development of student character, particularly in the digital era where graduates struggle to remain competitive globally. Specific Background: Islamic education plays a vital role in shaping students' characters, imparting religious values, ethics, and morality. In the digital era, this education extends beyond traditional religious teaching to address ethical and moral use of technology. Knowledge Gap: Despite significant research on Islamic education, little attention has been given to its role in teaching digital ethics and responsible technology use in the context of student character development. Aims: This study aims to investigate how Islamic education can shape students' character in the digital era by promoting moral values, digital ethics, and spiritual awareness. Results: The research shows that Islamic education has a positive impact on the moral and ethical development of students. It integrates religious teachings with digital ethics, fostering responsible behavior and spiritual growth in the use of technology. Novelty: This study highlights the novel role of Islamic education in bridging religious values and digital ethics, providing a holistic approach to student character development in a digitalized world. Implications: The findings suggest a need for curriculum development focused on integrating digital ethics and Islamic values, teacher training in ethical technology use, and collaboration with parents to support character formation in students. This research offers crucial insights for educational institutions aiming to adapt to the challenges of the digital era. Highlights: Islamic education blends moral values and digital ethics for character growth. Teachers need training to teach responsible technology use effectively. Parent collaboration boosts student character in the digital age. Keywords: Islamic education, character development, digital ethics, student behavior, moral values

Remote Online-exam Dishonesty in Medical School during COVID-19 Pandemic: A Real-world Case with a Multi-method Approach

AbstractThe COVID-19 pandemic significantly impacted medical education, causing a shift towards online learning. However, this transition posed challenges in administering online assessments, particularly in proctoring and detecting academic misconduct. This study aimed to investigate the prevalence of academic misconduct among medical students during remote online examinations using hierarchical clustering and comparing self-reported confessions and recorded video reviews. The results of the study confirmed the existence of academic misconduct in remote online examinations, as evidenced by both self-report and video footage review. Hierarchical clustering was able to predict academic misconduct with an accuracy rate of approximately 55%. These findings highlight the need for medical educators to develop and implement ethics and morality-focused courses to address the issues of dishonesty among medical students in online assessments. In conclusion, this study shed light on the challenges of remote online assessments in medical education, particularly in detecting academic misconduct. Using a data-driven approach to analyse the prevalence of academic misconduct, this work provided insights into the need for ethical and moral education in medical curricula, which can help address the dishonesty among medical students during online assessments.

Artificial intelligence in education: implications for academic integrity and the shift toward holistic assessment

This study examines the impact of Artificial Intelligence (AI) on the field of education, with particular focus on its implications for academic integrity and the adoption of comprehensive assessment approaches. This research fits within the specific setting of university students and faculty members in the Kingdom of Bahrain.MethodsA cross-sectional survey was designed to examine the impact Artificial Intelligence (AI) in field of education, with particular focus on its implications for academic integrity and the adoption of comprehensive assessment approaches. A total of 218 participants were randomly selected from 250 employed in this survey study.ResultsOut of 250 invited participants, 203 responded to the survey. This study evaluated the influence of Educational Impact (EI), Policy and Ethics (PE), and Pedagogical Implications (PI) on Academic Outcomes (AO). Results revealed a significant association between EI → AO with a beta of 0.490, t-value of 4.504, and p < 0.001. PI also showed a significant relationship (β = 0.454, t = 2.330, p = 0.010) with more variability. PE’s impact on AO was modest (β = 0.243, t = 1.977, p = 0.024). Overall, EI was the strongest AO predictor. The R2 value was approximately 39%, indicating a good fit.ConclusionThe research reveals a strong link between the Educational Impact (EI) of AI and academic success in Bahrain’s universities, with EI being the primary predictor. Both Policy and Ethics (PE) and Pedagogical Implications (PI) play crucial roles in this relationship.

Everyday Ethics or Deference to Expertise: Experiences of Pediatric Palliative Care Teams with Ethics Consultancy.

Background: Little is known about the extent to which pediatric palliative care (PPC) clinicians are engaged in ethics consults or how they perceive interactions with ethics consultants. Objective: Describe the extent to which PPC team members serve in pediatric health care ethics (PHCE) consultancy roles and to describe their experiences interacting with pediatric ethic consultant services. Design: Online survey distributed to members of the American Academy of Pediatrics and American Academy of Hospice and Palliative Care pediatric and ethics section and special interest groups in the United States. Results: Eighty-six responses were obtained (response rate 45%) from PPC teams in 70 different children's hospitals located in 34 states. Almost all (97%) reported a functional ethics consult service such that PPC is not expected to meet the ethics need of the institution. A person involved on the PPC team also performed ethics consults in half (49%) of the settings, predominantly the PPC physician. Most respondents who perceive PPC teams engage in ethics-relevant work as part of their everyday PPC work. Formal ethics training was lacking among PPC members involved in ethics consults with few ethics degrees (15%), certifications (6%), or fellowships (2%). Discord (67%), conflict (49%), limitations to treatment (48%), and distress (41%) were cited as the most frequent reasons for which PPC teams consult ethics. PPC respondents identified role clarity, coordinated engagement, timely presence, and open communication as strong PHCE consultant practices. Conclusions: PPC team members performing ethics consults may benefit from additional ethics education and training. Further research is warranted to delineate scope of ethics consultancy relevant to PPC and role clarity.

The effect of simulated problem learning in nursing ethics on moral sensitivity, empathy and critical thinking of nursing students: A quasi-experimental study

AimCompare the effects of Simulation with problem-based learning (SPBL) and Problem-based learning (PBL) in nursing ethics education on nursing students’ moral sensitivity, empathy, critical thinking, test scores and teaching satisfaction. BackgroundPromoting nursing students’ individual and ethical and abilities through education is an essential way to improve their ethical performance and build trustful relationship with patients. Despite significant efforts in this area, few have evaluated the effectiveness of Simulation with problem-based learning and Problem-based learning as applied to nursing ethics education. DesignA quasi-experimental design based on a non-equivalent control group pre-test/post-test. MethodsA quasi-experimental design was used. Participants were 161 undergraduate nursing students from two levels of a university, 88 subjects in the experimental group were taught using Simulation with problem-based learning and 73 subjects in the control group were taught using Problem-based learning. A pre-test, post-test and questionnaire were used to assess the effectiveness of student nursing ethics education. χ2 test was used to examine group differences in students’ characteristics and satisfaction with teaching post-intervention. Student’s t-test was used to assess group differences in scale scores and test scores. ResultsCompared to the pre-test, empathy as well as critical thinking were significantly higher in the PBL group (P<0.05), but there was no significant change in moral sensitivity (P>0.05); moral sensitivity, empathy and critical thinking were significantly higher in the SPBL group (P<0.05). Moreover, this study also showed that improvement in moral sensitivity, empathy, critical thinking and grades was more significant in the SPBL group of nursing students compared to the PBL group (P<0.05) and no statistically significant difference was found between the two groups in terms of teaching satisfaction (P>0.05). ConclusionThe use of Simulation with problem-based learning in nursing ethics education has a positive impact on nursing students' competency development and knowledge acquisition. Nurse educators should consider this teaching method and promote change to increase the effectiveness of nursing ethics education.

Impact of Ethics Education on Nursing Students’ Ethical Sensitivity and Patient Advocacy: A Quasi-Experimental Study

Impact of Ethics Education on Nursing Students’ Ethical Sensitivity and Patient Advocacy: A Quasi-Experimental Study

Overlap of Ethics and Sustainability for Responsibility Mindset: Insights for an Educational Approach Change in Ethics of Engineering

The mandate of universities and higher education institutes is to shape students' ethical wisdom and catalyze sustainable development. However, everyone does not have equal access to higher education which drives the above mindsets, leading to unequal quality of education. Today, most ethics teaching in engineering schools is narrowly micro-ethics and does not attempt to define macro-ethics’ special challenges. Micro-ethics concentrates on concerns related to the individual and the innermost workings of the profession. However, macro-ethics encompasses sustainable development with a focus on the collective social responsibility of the profession and public concerns about technology. This study examined undergraduate engineering programs in 25 major Canadian universities to see if they are adequately prepared to navigate both the micro and macro aspects of ethics education. The curricula of the programs show many courses focusing on micro-ethical concepts. The lack of explicit macro-ethical agendas for advancing society invites further work on curricula to enhance the efficacy of the content and delivery modes. This inadequate commitment to socially responsible engineering is conceptualized as a “culture of disengagement”. The study introduces important moments of change to strengthen ethics education. These include twinning engineering and computing ethics; embedding overlapped ethics, sustainability, and responsibility mindsets; and promoting the scholarship of integration through research, synthesis, practice, and teaching. By adopting these approaches to curriculum and pedagogy, the students will effectively cultivate a critical understanding of and obligation to the profession’s collective responsibility and the well-being of the greater society. These changes provide crucial insights into broadening sociotechnical-minded prospects of engineering ethics education.

UNESCO's AI Ethics Principles: Challenges and Opportunities

This paper examines UNESCO's Recommendation on the Ethics of Artificial Intelligence, which outlines key principles for ensuring responsible AI development. The aim is to explore the challenges and opportunities in implementing these principles in the current AI landscape. Through a literature review, comparative analysis of existing frameworks, and case studies. This research identifies key challenges such as cultural variability, regulatory gaps, and the rapid pace of AI innovation. Conversely, it highlights opportunities like establishing global ethical standards, fostering public trust, and promoting responsible AI innovation. The study proposes strategies for overcoming challenges, including clear ethical metrics, international oversight, and ethics education in AI curricula. The findings emphasize the requirement for global cooperation and robust governance mechanisms to ensure ethical AI development. The research concludes that while implementing UNESCO's AI ethics principles is complex, it is crucial for safeguarding human rights and promoting sustainable AI growth worldwide.

E-Ethical-Learning: Principles and guidelines for ethical digital learning in higher education

Within higher education, digital learners are confronted with antiquated classifications of digital natives and immigrants, first introduced by Marc Prensky (2001), which make assumptions about their proficiency in digital literacy. This article provides a code of ethics and practical guidelines for critically examining the assumptions presented. The author has coined the term ?e-ethical-learning? to refer to a set of ethical principles and practical guidelines, which is a portmanteau of ?ethical education? and ?e-learning.?

Medical ethics education and awareness: Insights from a study among pakistani medical students and faculty members

This study investigated the knowledge and attitudes towards medical ethics among medical and dental students and faculty members at five medical universities in Karachi, Pakistan. Utilizing a cross-sectional, questionnaire-based design, the research included 438 participants. The study found that while a majority of participants were aware of the four basic principles of medical ethics, only 15.3% could correctly identify all of them. The primary mode of ethics education was through lectures and seminars, with less emphasis on interactive learning methods. The study also revealed a significant gap in faculty engagement and understanding of medical ethics. Although the majority of participants were aware of their institution's ethics committee, a significant proportion were unaware of its existence. The study highlights the need to enhance faculty engagement, address gaps in comprehensive understanding, adopt more interactive teaching methods, and increase the curricular emphasis on medical ethics in Pakistan.

Analisis Nilai-Nilai Spiritual dalam Tradisi Posuo Masyarakat Buton

This research examines spiritual values in the posuo tradition of the Butonese people. The posuo tradition is a traditional ceremony for girls that marks the transition from adolescence to adulthood, carried out once in a lifetime. The approach and type of research used is a qualitative approach with library research. Data was obtained through relevant literature, including books, journals, articles, and research reports. The findings show that the posuo tradition contains four main spiritual values based on Notonegoro's theory, namely the values of beauty, truth, goodness, and religiosity. The value of beauty can be seen in traditional clothing and ceremonies, The truth value of implementing customs is by the teachings passed down from generation to generation and still refers to a combination of Islamic teachings and established customary rules., the value of goodness from ethical and moral education, and the value of religiosity from spiritual practices during ceremonies. This tradition not only functions as a means of self-cleaning but also as a medium for education and character formation which is important for Butonese women in living their adult lives.

Professional ethics and ethical challenges related to nurses and patients: A narrative review

This study was conducted to evaluate professional ethics and ethical challenges related to nurses and patients. The study establishes a strong link between nursing, spirituality, and ethical performance, with nurses' religious beliefs significantly influencing their approach to patient care. Ethical decision-making is vital in nursing, with patients' rights and information disclosure being top priorities. The shortage of nursing staff and its impact on ethical practices are acknowledged. Rewarding ethical conduct and providing ethical education are recommended to promote ethical behavior among nurses. Ethical distress arises when organizational factors hinder ethical actions, affecting nurses' job satisfaction and patient care quality. Younger and married nurses may experience higher ethical distress, while experience may mitigate it. Overall, nurturing ethical behavior is crucial for better patient outcomes. Nurses often face ethical issues in their clinical practice. Ethical decision-making is now integral to professional nursing, requiring nurses to recognize ethical dilemmas and demonstrate ethical sensitivity in all patient interactions and during interventions, ensuring high-quality patient care and upholding the nursing profession's integrity.

Orientasi Desain Pembelajaran PAI dan Budi Pekerti pada Kurikulum Merdeka

This study aims to analyze the design of Islamic Religious Education (PAI) and Ethics learning and its supporting programs at SMAN 01 Garut, within the framework of the Independent Curriculum implementation. The research approach used is descriptive analysis, with data collection techniques through observation, interviews, and documentation. Data were analyzed using the Miles and Huberman method. The main findings show that PAI and Ethics teachers actively participate in the preparation of various important documents such as syllabi, educational calendars, annual programs, and semester programs, involving all school elements, including committees and parent representatives. This involvement aims to enhance the quality of learning through close collaboration among related parties. This research makes a significant contribution to the literature on the implementation of the Independent Curriculum in senior high schools, particularly in the context of religious and ethical education. However, this study has limitations in terms of the number of respondents and the limited duration of the research. The prospects for developing the results of this study include increasing the use of technology in learning and applying broader collaborative strategies in various school contexts. Further implications indicate the need for ongoing teacher training to optimize the quality of learning and adapt the curriculum to local needs.