
This research paper explores the quality framework and self-evaluation process used by six schools to evaluate the delivery of ethical education curriculum. This paper highlights ethical curriculum challenges in administering and providing an ethical education while demonstrating an evaluation process in identifying and addressing these challenges. The study utilized documentary analysis as the primary research methodology. Eleven documents from primary school were analysed. The quality framework for ethical education in Educate Together Schools focuses on the Learn Together Curriculum. Furthermore, the analysis of SSE reports and SIPs revealed areas for improvement of the Learn Together curriculum.
This paper outlines the ethical challenges of using educational technologies and learning analytics. This review provides scope for applied research with student data. Although learning analytics offers student data for to personalizing educational technologies, but there are potential concerns which threatens autonomy and privacy. Future learning analytics, design, application, and research will need to consider both the technologies were developed and educational technologies are being applied.
This research paper compares Ethical Across Curriculum developments across three intuitions in USA. The study utilizes counter examples from two universities, Illinois Institute of Technology and Utah Valley University. This study also examines institutional resistance from Colorado School of Mines for continuing EAC approach. Increasing demands for accountability and pedagogical research that into what works in teaching and learning offers special opportunities. The study concludes with a suggestion on lessons to be learned and consider the potential of pedagogical research to combine EAC activities at any level of higher education of applied science and engineering.
Ethics in educational technology: towards a framework for ethical decision making in and for the discipline | Educational technology research and development
The ethical issues associated with educational technologies and implementation use and research are not explored much and widely known. This research paper discusses ethical issues surrounding educational technology, including digital divide and the potential advantages and disadvantages for learners. The paper provides a preliminary framework for ethical decision making regarding educational technologies. In educational technology ethical decision making has become a complex process. Hence it should be introduced early in the development of the child. In conclusion, this paper suggests that by understanding values and ethical principles we can improve instruction and support learning better.
OCED
This report is one of six in a series presenting first-ever comparative data on curriculum change with challenges and strategies and suggesting lessons learned from unintended consequences countries experienced with their curriculum reforms. Clearly articulated and experienced values and attitudes can become beneficial in more promoting more just and equitable society. This report acknowledges that incorporating values and attitudes in curriculum design does not come without encountering its challenges. By examining the choice of authorities too observe curriculum reflecting future-goals to improve society as a stronger improvement for countries than the challenges presented. Furthermore, this report provides detailed strategies that can support effective design and implementation.
In collaboration with the Markkula Center for Applied Ethics at Santa Clara University, USA
This report discusses the responsible use of technology at Microsoft including their AI principles, innovation tools and the measurement of culture change. By discussing the case of Project Tokyo, a research prototype that uses AI and AR to assist people who are blind/ with low vision, it explores that human centric approach taken by the researchers and ethical decisions taken during the development process. Microsoft believes in taking an ethical approach building and utilizing technology driven by a commitment to strengthen trust between the customers and the society. The office of responsible AI is using Project Tokyo as a case to challenge its product teams to think about engineering decisions can have impact on people and society.
The Royal Academy of Engineering
This curriculum map discusses the integration of teaching ethics into undergraduate engineering program. The map outlines that teaching ethics can help student to develop skills in communication, reasoning and reflection and can be integrated into existing courses and modules on design and professional skills. Through case studies, interactive group discussions and debates, ethics can be gradually integrated into the curriculum by providing guidance on four key such as: The Location, Learning Outcomes, Content and Process. Moreover, this curriculum map is subject to interpretation that can be customized to suit various forms that an engineering degree can approach. (“The Royal Academy of Engineering - EPC”)
By Eleonora Belfiore and Anna Upchurch
This book is a collection of essays by scholars with expertise in a range of fields, cultural professionals, and policymakers who explore different ways in which the arts and humanities contribute to dealing with the challenges of contemporary society in ways that do not rely on simplistic and questionable notions of socio-economic impact as a proxy for value. The book aims to engage with the current debate on the value, impact, and utility of the humanities and highlight how scholars who see themselves as humanists deal with the intellectual, methodological, and pragmatic challenges they find themselves addressing. The book concludes that humanities are essential for addressing urgent social and cultural challenges and that a public debate about the moral limits of markets in education is necessary.
By Maria Teresa Russo
​The study explores the evolution of the relationship between humanistic formation and engineering education. The paper highlights the need to integrate technical preparation with humanistic formation to regain the human factor in technological questions. It also emphasizes the importance of anthropology and ethics among the “engineering humanities.” The paper used a historical overview to illustrate the development of engineering education and the role of humanities in it. The methods used in the study include integrating humanistic courses in engineering curricula with a focus on Socratic dialogue and active student participation. The study's findings suggest the importance of including humanities in engineering education to address the dehumanization of high-tech medicine and to rebuild the unity of knowledge and moral experience. The study concludes the need to integrate techno-scientific and humanistic spheres to recover a global vision of problems. The humanities are indispensable for regaining the human factor in technological questions.
By Chankyu Lee*, Hyeongjoo Kim**
​The humanities have evolved and shifted their focus from divinity to practicality, with the introduction of new disciplines and the re-establishment of the traditional ones ultimately leading to AI's development in the humanities. The paper highlights the importance of the humanities' reflective ability to maintain its essential content while reconfiguring itself in response to challenging times. The paper proposed three frameworks for AI in the Humanities, which comprises "artificial intelligence," "content of the humanities," and "methodology of the humanities." The article concludes that the humanities can maintain their essential content while reconfiguring their response to changing times, and the reflexive ability of the humanities is integral to this process.