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Socio-ethical Education in Nanotechnology Engineering Programmes: A Case Study in Malaysia

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Abstract

The unique properties of nanotechnology have made nanotechnology education and its related subjects increasingly important not only for students but for mankind at large. This particular technology brings educators to work together to prepare and produce competent engineers and scientists for this field. One of the key challenges in nanotechnology engineering is to produce graduate students who are not only competent in technical knowledge but possess the necessary attitude and awareness toward the social and ethical issues related to nanotechnology. In this paper, a research model has been developed to assess Malaysian nanotechnology engineering students’ attitudes and whether their perspectives have attained the necesary objectives of ethical education throughout their programme of study. The findings from this investigation show that socio ethical education has a strong influence on the students’ knowledge, skills and attitudes pertaining to socio ethical issues related to nanotechnology.

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Author information

Authors and Affiliations

  1. Faculty of Arts, Computer and Creative Industry, Universiti Pendidikan Sultan Idris, 35900, Tanjung Malim, Perak, Malaysia

    Balamuralithara Balakrishnan

  2. Centre for Learning and Teaching, Universiti Tunku Abdul Rahman, Jalan Genting Kelang, 53300, Setapak, Kuala Lumpur, Malaysia

    Pek Hoon Er & Punita Visvanathan

Authors
  1. Balamuralithara Balakrishnan
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  2. Pek Hoon Er
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  3. Punita Visvanathan
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Corresponding author

Correspondence to Balamuralithara Balakrishnan.

Appendix

Appendix

 

PART 1

Please indicate on a scale of 1–5: (1—strongly disagree, 2—disagree, 3—neutral, 4—agree, 5—strongly disagree);

Your perspective on attaining the ethical instruction objectives below in your programme of study; From my point of view, my programme of study was able to…

Statement:

A1: Stimulate the ethical imagination

A2: Help me to recognize ethical issues

A3: Help me to analyze key ethical concepts and principles

A4: Help me to deal with ambiguity

A5: Encourage me to take ethics seriously

A6: Increase my sensitivity to ethical issues

A7: Increase my knowledge of relevant standards

A8: Improve my ethical judgment

A9: Increase my ethical will power

PART 2

Please indicate on a scale of 1 to 5: (1—strongly disagree, 2—disagree, 3—neutral, 4—agree, 5—strongly disagree);

Your perspective on attaining the ethical instruction objectives below in your programme of study; From my point of view, my programme of study was able to…

Statement

B1: I am confident to solve nanotechnology engineering problems ethically.

B2: I am aware of the role of nanotechnology engineers in today’s society.

B3: I am aware of the impact of nanotechnology engineering on economic issues.

B4: I am aware of the impact of nanotechnology engineering on the environment.

B5: I am aware of the impact of nanotechnology engineering on humankind.

B6: I in believe the importance of ethics in every decision making process.

B7: I believe in the importance of being sensitive to the public’s views in nanotechnology engineering design/projects.

B8: I believe in the importance of sustainability issues in nanotechnology engineering design/projects,

PART 3: Interview

Questions:

Q1: How do you feel about the socio-ethical education in your engineering programme?

Q2: Please give any comments you have about socio-ethical instruction in your class.

Q3: What you think about your roles and responsibilities as a nanotechnology engineer?

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Balakrishnan, B., Er, P.H. & Visvanathan, P. Socio-ethical Education in Nanotechnology Engineering Programmes: A Case Study in Malaysia. Sci Eng Ethics 19, 1341–1355 (2013). https://doi.org/10.1007/s11948-012-9418-z

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  • DOI: https://doi.org/10.1007/s11948-012-9418-z

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