INTEGRATING SOCIO-SCIENTIFIC ISSUES INTO VOCATIONAL DESIGN EDUCATION: EFFECTS ON STUDENTS’ ETHICS AWARENESS, SOCIAL RESPONSIBILITY, AND DESIGN OUTCOMES

Cunyuan Yang; Jiabin Shen; Zhe Qian

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INTEGRATING SOCIO-SCIENTIFIC ISSUES INTO VOCATIONAL DESIGN EDUCATION: EFFECTS ON STUDENTS’ ETHICS AWARENESS, SOCIAL RESPONSIBILITY, AND DESIGN OUTCOMES

Title	INTEGRATING SOCIO-SCIENTIFIC ISSUES INTO VOCATIONAL DESIGN EDUCATION: EFFECTS ON STUDENTS’ ETHICS AWARENESS, SOCIAL RESPONSIBILITY, AND DESIGN OUTCOMES
Publication Type	Journal Article
Year of Publication	2025
Authors	Yang, C, Shen, J, Qian, Z
Journal	Journal of Baltic Science Education
Volume	24
Issue	3
Start Page	434-447
Pagination	continuous
Date Published	June/2025
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	design education, ethics awareness, social responsibility, socio-scientific issues, vocational students
Abstract	This study explores the effects of embedding Socio-Scientific Issues (SSI) into vocational design education on students’ ethics awareness, social responsibility, and design performance. A mixed-methods quasi-experimental design was employed, involving 80 vocational design students divided into an experimental group (SSI-based workshop) and a control group (traditional workshop). Ethics awareness and social responsibility were assessed using the Attitudes toward the Ethics of Artificial Intelligence (AT-EAI) and the Chinese College Student Personal Responsibility Scale (CCSPRS), respectively. Performance was evaluated using a rubric-based assessment. Qualitative data were obtained from students’ reflective reports. ANCOVA results revealed that the experimental group significantly outperformed the control group in post-test scores of ethics awareness and social responsibility (p < .05). Additionally, they scored significantly higher in ethical sensitivity and user experience, though not in scientific accuracy creativity, or visual expression (p < .05). Thematic analysis indicated that students in the SSI group demonstrated deeper ethical reasoning, increased empathy, and a redefined sense of the designer’s social role. SSI-based teaching not only enhances students’ ethical and civic competencies but also influences how they embed values into design. It highlights the transformative potential of SSI pedagogy in vocational design education.
DOI	10.33225/jbse/25.24.434
Refereed Designation	Refereed
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