Professional Ethics Education Research Articles

The best of two worlds: Multidisciplinary co-teaching of legal ethics

AbstractHungarian legal education is rarely discussed from a pedagogic perspective, especially in English. This paper would like to fill a gap in the academic literature on this topic by presenting a unique multidisciplinary co-teaching initiative, aiming to mix ‘the best of two worlds’: developing a legal ethics course which is an amalgam of philosophical/theoretical and legal/practical elements. Describing how a compulsory Legal Ethics course was delivered at the István Széchenyi University of Győr in a case study format, the main aim of the authors is to contribute to the international academic discourse on law school pedagogy in general, and on legal ethics education in particular. First, we provide an overview of professional ethics education in law schools, focusing on the origins of the course in the United States of America. Then, after a review of the academic literature on multidisciplinary co-teaching, the context of this Legal Ethics course is presented: the situation of legal ethics education in the Hungarian law curriculum. Then the course particulars, especially the content and the assessment, will be described in detail, based on the personal experiences and observations of the authors.

Ethical Concepts in the Tao Te Ching and Professional Ethics Education: Principles, Challenges, and Opportunities

Ethical Concepts in the Tao Te Ching and Professional Ethics Education: Principles, Challenges, and Opportunities

King Khalid University EFL Students’ Perspectives on Teaching Professional Ethics: A New Ethical Pedagogical Review

This study was carried out to discover King Khalid University EFL students' perspectives on teaching professional ethics from an ethical and pedagogical perspective. To attain the three objectives of the study, the two authors adopted the descriptive survey method because of its suitability. For collecting data, a 15-item questionnaire was distributed to a purposive, randomly selected sample containing 100 male and female EFL students from various colleges of King Khalid University during the first semester of 2023. The findings of this study showed that both male and female participants had a higher number of positive responses concerning teaching professional ethics for teaching and learning. Moreover, the majority of participating EFL students at King Khalid University had a positive perspective on teaching professional ethics in education. It was also apparent that, in the areas of teaching, training and learning, there are various fields of teaching professional ethics. This is due to the significant impact of academic settings of universities in general and King Khalid University in particular on the future of their university students. Moreover, it is both the fundamental role and primary responsibility of universities to offer education that will make communities more urbane. The results of the present study also indicated that the character of EFL staff members which includes self-esteem, presence of mind, intelligence, and level-headedness, adapting based on the ability to adapt lesson plans based on students’ interests, needs, and preferences are the underlying factors that influenced the participants’ perspectives on teaching professional ethics at King Khalid University.

Information Technology Students’ Insights from Their On-The-Job Training: Input to an Internship Manual

This quantitative research utilizing the descriptive-survey design assessed the on-the-job training performance of the Bachelor of Science in Information Technology (BSIT) students. Ninety-four students have completed their on-the-job training in school year 2017-2018 and have participated in the study. The data were collected using a survey questionnaire and descriptively treated using frequency, percentage, and weighted mean. In addition, the qualitative part of the post-evaluation survey form was treated using thematic analysis. The study revealed the following: the partner-company organization is related to the student’s specialization as they utilized IT-based software and assigned tasks related to information technology. Student trainees were able to develop their communication skills while mobile application development skills were identified as the least. OJT students also identified Professional Ethics and Values Education for IT, Multimedia Systems, Operating Systems as well as Oral Communication, Fundamentals of Grammar, and Presentation Skills and Technical Writing as the most relevant subject courses; and they perceived doing work not related to information technology, extended OJT, overtime, and certain provision of existing manual as problems. The researchers concluded that the BSIT Internship manual when implemented can effectively improve their field work performance

The Dilemma and Breakthrough of Professional Ethics Education for Higher Vocational Accounting Professionals in the Internet Era

Abstract With the development of the Internet, people are more and more pursuing the high-quality development of society, and the cultivation of high-quality talents is also more and more important. Aiming at the dilemma of professional ethics of senior accounting professionals, this paper introduces generator and discriminator structure based on a deep clustering algorithm and constructs a double autocoding deep embedded clustering model, i.e. DADEC model. After completing the model construction, iterative optimization of the clustering center is carried out by combining the small batch stochastic gradient descent and backpropagation algorithms to reduce the clustering loss. The optimized model is utilized in the professional ethics education of senior accounting professionals to categorize their dilemmas and explore breakthrough strategies. The results show that the perceptions of accounting majors in 15 higher vocational colleges and universities in terms of ethical knowledge, sense of professional dedication, professional ethical will, and professional ethical conduct are below 0.6 points. The mean value of the classroom effect of professional ethics education is 0.588, and there is a dilemma between a single teaching form and outdated teaching content. The scores of students in honesty, trustworthiness, love, and dedication are below 60 points. Although there are certain challenges in the current training of senior accounting professionals, the combination of this study points out the direction for overcoming these challenges.

Experience of Knowledge Sharing Among the Teachers in Higher Education

Knowledge sharing experience among teachers in higher education practice is important now a days. This study aims at exploring the experiences of the knowledge-sharing process among teachers in a higher education institution. It highlights teachers' professional experience professionally in knowledge sharing. Social-constructivist perspectives and phenomenological study frameworks are used. Data was collected by conducting in-depth interviews with two people from a college under Tribhuvan University, an institution of higher education. Data were analyzed by coding, creating themes, showing interrelationships, and reasoning. Results show that institutional culture and politics, teacher rewards, beliefs, status, and professional ethics and standards influence decisions to share or withhold knowledge with some teacher colleagues. The outcomes focus on professional conditions, political influences, and incentives all have a significant impact on knowledge sharing, with institutionalized processes and hierarchies affecting the willingness of educators to share expertise. Trust and ethical considerations are also important, with trust and perceptions of ethical standards affecting active involvement and cooperation. This study recommends that knowledge sharing is a productive topic to carry out research in the future.

Analysis and Solution to the Phenomenon of Ethical Violations by Teachers in the School Environment Against Students

This research reviews the phenomenon of violations of teacher professional ethics, especially cases of sexual violence and harassment against students in 2023. In an effort to understand and analyze these cases, a descriptive research method was used by collecting data from various news sources. The results of the analysis revealed that these violations affected many children and had a serious impact on the educational environment. Success in preventing and dealing with cases like this requires understanding the teacher code of ethics, training, and the need for joint efforts from various related parties

Research on the Integration of Ideological and Political Education into Auditing Curriculum in the Era of Digital Intelligence

In the era of digital intelligence, economic development imposes increasingly higher professional requirements on financial and auditing professionals. and their civil, administrative and criminal responsibilities have also been significantly increased. In the training of talents, more attention should be paid to the education of business ethics, professional ethics and correct values. The goal of ideological and political teaching of auditing course is high and the task is arduous. Only by fully exploring ideological and political materials, fine designing teaching process and adopting diversified teaching methods can we achieve the expected teaching effect. Based on the requirements of relevant laws and regulations and auditing standards for auditing profession in China, this paper combines the characteristics and contents of auditing curriculum, guides students to pursue value and cultivate professional spirit, and integrates ideals and beliefs, patriotic feelings, scientific spirit and professional ethics education into the whole teaching process.

Solutions to improve the quality of professional ethics for students of preschool education in the path of fundamental and comprehensive renovation of education and training in Vietnam

Over the past time, with the attention of the whole political and social system, at all levels and sectors, which is directly the education sector, the quality of education and training in Vietnam has been gradually improved, educational activities have been gradually improved. education has achieved many achievements. In the system of educational levels, preschool education is the first level of education for children, laying the foundation for physical, thinking, intellectual, emotional, and aesthetic development. adapt, get used to their own reflexes and awareness of their lives. In the current context of Vietnam, professional ethics for students of preschool education plays an important role, contributing to determining the quality and effectiveness of pedagogical activities and improving the quality of education and training make an important contribution to the development of high-quality human resources for Vietnam in the future. The article presents and analyzes basic solutions to improve the quality of professional ethics for students in preschool education in the current roadmap of fundamental and comprehensive renovation of education and training in Vietnam today. The results show that the current preschool education program in Vietnam still revolves around the goals related to helping children perceive, helping children develop language, helping children develop physically and educating children in spiritual life. child god. Regarding professional ethics education activities for students of early childhood education in the current period, there are still some shortcomings. Solutions to improve the quality of professional ethics for students of early childhood education in the roadmap of fundamental and comprehensive renovation of education and training in Vietnam in the coming time, which the article focuses on, is to improve raise awareness and responsibilities of leaders and managers at all levels; professional ethics education for students of early childhood education through teaching political theory modules and specialized courses related to preschool education; professional ethics education for students of early childhood education through pedagogical practice; promote the role of the Youth Union organization and cultural, artistic, physical training and sports activities. The limitation of the article is that it has not shown and analyzed the orientations and requirements of providing solutions to improve the quality of professional ethics for students of early childhood education in the fundamental innovation roadmap. comprehensive education and training in Vietnam in the current period.

Exploring the Ethics and Responsibilities of Internship Medical Students in the Doctor-Patient Relationship

As the complexity of medical services and the diversity of patients' needs increase, the doctor-patient relationship is facing unprecedented challenges. As an important part of healthcare delivery, the behavior of medical students-in-training directly affects the quality of the doctor-patient relationship and the effectiveness of healthcare delivery. However, medical students-in-training may feel confused and stressed when faced with ethical challenges and professional responsibilities. This has triggered the need for in-depth research on the professional ethics and responsibilities of medical students-in-training in the doctor-patient relationship. This paper proposes several strategies to improve the professional ethics of medical students in internship, including enhancing professional ethics education, training in communication skills, ethics training through simulation and scenario-based teaching, establishing and adhering to clinical practice guidelines, and mentoring and reflection in practice, to promote the growth of medical students in internship, improve the quality of healthcare services, and maintain a good doctor-patient relationship.

Multi-Method Approach of Teaching Professional Ethics to Improve Organizational Commitment and Job Involvement: A Quasi-Experimental Study.

Learning professional ethics can enhance the effectiveness of medical graduates as future health care providers. Therefore, this study was conducted to examine the effectiveness of professional ethics education based on a multi-method approach in organizational commitment and job involvement of senior nurse anesthesia students of Ahvaz Jundishapur University of Medical Sciences (AJUMS), Ahvaz, Iran, in 2022. This was a quasi-experimental study with a pre-test post-test design including 64 senior nurse anesthesia students of AJUMS who were selected using census method and randomly divided )using simple random method( into two groups of intervention and control (n = 32 each). For the intervention group, two 5-hour training workshops were held in 2 consecutive weeks using different training methods offered in an integrated manner, while participants in the control group received no education. Finally, the data were collected and analyzed using SPSS version 16, based on Kolmogorov-Smirnov test, paired and independent t-tests, chi-square test, and analysis of covariance. Professional ethics education based on a multi-method approach had a positive effect on the organizational commitment and job involvement of senior nurse anesthesia students. There was a significant difference between the two groups in terms of their job involvement (P=0.005 and F=1.65) and organizational commitment scores (P=0.025 and F=35.56). These findings suggest that professional ethics education based on a multi-method approach can improve job involvement and organizational commitment and its dimensions (normative, continuance, and affective). Teaching professional ethics by explaining the moral virtues of work, business affairs, and code of professional conduct promotes job involvement and organizational commitment of senior nurse anesthesia students.

Problem-based learning versus reflective practice on nursing students’ moral sensitivity

BackgroundMoral sensitivity is one of the prerequisites for nurses’ professional competency and patient care. It is critical to teach professional ethics in a student-centered manner in order to increase students’ moral sensibility. This study evaluated the effects of professional ethics education via problem-based learning and reflective practice on nursing students’ moral sensitivity.MethodsThis experimental study was performed on 74 nursing students who were randomly divided into three groups of problem-based learning, reflective practice and control. Principles of professional ethics were presented for the two intervention groups in four 2-hour sessions using ethical dilemmas scenarios. Participants completed the Moral Sensitivity Questionnaire before, immediately, and three months after the intervention. Data were analyzed using SPSS16.ResultsDemographic characteristics of the three groups were similar (p > 0.05). The total moral sensitivity score significantly differed between the groups immediately and three months after the intervention (p < 0.001). The total mean score for moral sensitivity was significantly different between the two groups of problem-based learning and reflective practice, with the mean scores in the problem-based learning group being higher (p = 0.02). The mean score of moral sensitivity decreased statistically significantly in both experimental groups three months after the intervention as compared to immediately after the intervention (p < 0.001).ConclusionNursing students’ moral sensitivity can be increased through reflective practice and problem-based learning. While the results indicated that problem-based learning was more successful than reflective practice, additional research is recommended to confirm the influence of these two strategies on moral sensitivity.

Contemplative practices and teacher professional becoming

ABSTRACT The last decade has witnessed increasing interest in the potential place of contemplative practices (such as mindfulness, meditation and yoga) in education. Regarding the lives and work of teachers, research in this area has focused almost exclusively on mindfulness-based interventions and related outcomes of stress, burnout and wellbeing, neglecting important questions regarding teacher professional identities, ethics and agency. This paper presents findings from an in-depth qualitative study that examined the role of contemplative practices in the professional becoming of seven beginning teachers using research interviews, ethnographic observation and participatory visual methods. The study explored how participants understood, imagined and enacted contemplative practices in their lives as teachers, revealing a complex ecology of personal histories, multiple practices, secular/instrumental and spiritual/transformational aims, the expression of which was mediated by intersecting personal and institutional contexts. Practices of contemplation acted as nodes of stability within the spaces of considerable vulnerability, uncertainty and flux which characterise early experiences of teaching. Specifically, they inflected professional becoming by providing a distinctive telos to teaching activity, making available existential ways of being grounded in calm, compassionate, presence and, for some participants, stimulated radical questioning of the nature of the (teacher) self, itself. These findings add much-needed complexity to debate about the uses of mindfulness and other contemplative practices in education, and provide an important new evidence-base for considering the role of contemplative practices in initial teacher education and professional development.

Development and reform of the curriculum of engineering ethics education in biology and medicine under the background of "new engineering"

The "new engineering" concept requires that in addition to laying a solid professional foundation, engineering colleges and universities in China should also pay attention to improving the humanistic quality and developing a professional ethics education in training the engineering and technical talents. One important way is to carry out the engineering ethics education. By referring to the mature case-teaching ideas around the world and combining the practical experience accumulated in recent years, this paper focuses on the curriculum development and teaching reform of engineering ethics for students studying biological and medical engineering, from the perspectives of case selection and teaching method innovation. It also introduces some typical case studies, and summarizes the teaching effect analyzed from questionnaire.

Education Law and Management Teacher's Professional Ethics in Secondary Schools Delta State Nigeria

This study focuses on education law and teacher ethics management in Delta Public Secondary Schools in Nigeria. In this study, a descriptive technique was used. The study group consisted of 473 principals and 14,482 teachers from 473 public high schools in Delta. A sample of 825 respondents (75 principals and 750 teachers) was drawn using a simple random sampling method. This study was based on two research questions and two hypotheses. A 15-item questionnaire was used as a means of data collection. For the data collected for the analysis, the mean and standard deviation of the research questions were analyzed at the average acceptance level of 2.50, the null hypotheses were verified through the Z-test, and the significance level was set at 0.05. This study's findings show that school boards and principals, especially after elementary school, manage teachers` integrity issues under the Delta Public High School Education Act and Code of Ethics. Among other things, teachers should be encouraged to purchase a copy of the Educational Services Manual to know their rights, their responsibilities to staff, and the fundamental rights of their students.

Constructing a role ethics approach to engineering ethics education

ABSTRACT This paper is concerned with the gap between the ideology of ‘autonomous individualism’ deeply embedded in Western-centric engineering ethics education and the social and relational nature of engineering practice. The so-called ‘individualistic approach’ to engineering ethics often treats students as fully rational and autonomous individual decision-makers. Such an approach mainly emphasizes teaching students moral reasoning skills, including the skills of applying dominant Western ethical theories (mainly deontology and consequentialism) into hypothetical cases. What might be overlooked or could be further emphasized in dominant approaches to engineering ethics education is what philosophers call the ‘role ethics’ of engineers. The role ethics approach to engineering ethics focuses on the the moral obligations of engineers that are derived from the specific roles they assume and the relationships they have developed with others in communal contexts. This paper aims to construct a role-based approach to teaching professional ethics to engineering students. It mainly draws on role ethics theories from the Confucian philosophical tradition. It first provides a short introduction to the fundamentals of Confucian role ethics from a comparative perspective. It then discusses what a role-based approach to engineering ethics might entail. Finally, this paper briefly explores how the insights from Confucian role ethics can inform future engineering ethics education.

Profesi Guru di Era Society 5.0 Pasca Pandemi Covid-19

Amid the improvement of the teacher education system, it will be required with several significant challenges during the era of society 5.0 and after the Covid-19 pandemic, which is still not improving, causing teachers to have to adapt to social technology by applying the Blended Learning system. The teaching profession requires skills that are also based on the concepts and theories of science, also requiring expertise in the field they are engaged. This study aims to discover the challenges of teacher professional ethics that enter technological developments in the era of Society 5.0 after the Covid-19 pandemic. The research method is descriptive qualitative by analyzing directly from the source with a purposive sampling technique which is continued by data collection, observation, interviews, and documentation. The sample used is teachers who actively teach at two levels of education, namely at the MI level and MTS, located in the Sumber Batu area, Pamekasan Regency. The results showed that the teaching profession in society 5.0 after the Covid-19 pandemic revealed that (1) the teaching profession began to adapt to the development of social media, which continues to increase and varies, (2) the teaching profession after the Covid-19 pandemic must also adapt to the existence of a Blended Learning system that has a combination of face-to-face meetings with online systems. Keywords : system, technology, education, profession

An empirical analysis of the theoretical foundation of the Giving Voice to Values pedagogy

ABSTRACT This study investigates the impact of the Giving Voice to Values curriculum on student confidence and the likelihood they will act when presented with an ethical conflict. Students in Advanced Financial Accounting courses at two different universities completed cases that present ethical dilemmas in the workplace. In comparing pre- and post-test survey responses, we find students are more confident and more likely to act when encountering unethical practices in the workplace. In addition, we extend the literature in the field by assessing the validity and impact of the 12 underlying assumptions which form the foundation of the pedagogy. These findings are important as the GVV methodology can provide accounting educators with an effective way to integrate ethics into their curriculum. The value of using GVV is that it complies with calls for international accounting education in professional values, ethics, and attitudes by providing an integrated framework to address these standards.

Ethical sense, medical ethics education, and maieutics

Context The toolbox of instructional methods available to medical ethics educators is richly stocked and well-catalogued. However, the history of ideas relating to its contents is relatively under-researched in the medical education literature. History This paper proposes an approach to professional medical ethics education that adapts the ancient maieutic, question-asking method associated with Socratic dialogue, and particularly its uptake in educational theory developed by nineteenth and twentieth century American pragmatic philosophers, who in turn were profoundly influenced by the eighteenth century Common Sense school of philosophy from the Scottish Enlightenment. Theory The ‘ethical sense’ postulated in this article is a distant echo of moral sense in Scottish Enlightenment thought. However, ethical sense as posited here is not the natural faculty variously theorised by Scottish Enlightenment philosophers such as Francis Hutcheson and Thomas Reid, but derives from the pre-understandings of students with respect to professional medical ethics. Conclusions The ethics educator can engage the ethical sense of students through maieutic ‘teaching and learning by asking’ in relation to actual clinical narratives, beginning not with the teacher’s questions but importantly with those of the learners based on what they would need to know in order to determine the professional ethical obligations entailed.

LEGAL PROFESSIONAL ETHICS EDUCATION IN CHINESE COLLEGES AND UNIVERSITIES FROM THE PERSPECTIVE OF EDUCATIONAL ETHICS

To carry out legal professional ethics education for law students is the common requirement of social order, professional attributes and integrity of moral education. Meaningful legal professional ethics education is not simply the imposition of ethics, but the development of higher value goals and the teaching of ways to achieve ethical goals, and realize the coordination of the relationship between the internal and external value of the moral subject, the individual morality and the professional ethics, and the actualization of legal professional ethics education in legal professional ethics education rationalization.