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<p>This study evaluates the formation of ethical responsibility among master’s students enrolled in the “Applied Physics and Nanomaterials” program. Recognizing the pivotal role of ethics in the evolving field of nanoscience, the research implements a three-phase methodology that integrates an Initial Ethical Responsibility Assessment, a facilitator-led Group Discussion, and a Retest Ethical Responsibility Assessment. The assessments are based on realistic scenarios reflecting ethical dilemmas that students may encounter in professional practice. This dual approach — combining quantitative assessment with qualitative analysis — provides a comprehensive understanding of students’ ethical reasoning and decision-making. Results indicate varying levels of ethical responsibility, underscoring the need for more integrated ethics education in nanoscience curricula. The study contributes to ongoing discussions on the importance of ethics in scientific training, especially in high-impact fields such as nanotechnology. It offers educators a structured framework for embedding ethics into technical education, ensuring that future nanomaterials specialists are not only proficient scientists but also ethically responsible professionals. The article concludes with recommendations for enhancing ethics education in nanoscience through interactive, scenario-based, and discussion-centered learning methods.</p>

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Developing Ethical Responsibility in Future Nanoscience Professionals Through Scenario-Based Assessment

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月21日

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  • Yana Suchikova,
  • Serhii Kovachov,
  • Olena Kryvylova,
  • Anastasia Popova,
  • Hanna Mytsyk,
  • Maryna Nesterenko,
  • Kristina Petryk,
  • Natalia Tsybuliak,
  • Hanna Lopatina

摘要

This study evaluates the formation of ethical responsibility among master’s students enrolled in the “Applied Physics and Nanomaterials” program. Recognizing the pivotal role of ethics in the evolving field of nanoscience, the research implements a three-phase methodology that integrates an Initial Ethical Responsibility Assessment, a facilitator-led Group Discussion, and a Retest Ethical Responsibility Assessment. The assessments are based on realistic scenarios reflecting ethical dilemmas that students may encounter in professional practice. This dual approach — combining quantitative assessment with qualitative analysis — provides a comprehensive understanding of students’ ethical reasoning and decision-making. Results indicate varying levels of ethical responsibility, underscoring the need for more integrated ethics education in nanoscience curricula. The study contributes to ongoing discussions on the importance of ethics in scientific training, especially in high-impact fields such as nanotechnology. It offers educators a structured framework for embedding ethics into technical education, ensuring that future nanomaterials specialists are not only proficient scientists but also ethically responsible professionals. The article concludes with recommendations for enhancing ethics education in nanoscience through interactive, scenario-based, and discussion-centered learning methods.