Abstract
This study examines the integration of online interactive tools in engineering ethics education to enhance student engagement, critical thinking, and ethical decision-making. These platforms allow students to generate and respond to questions based on ethical concepts and real-world case studies, turning traditional instruction into a dynamic, student-centred experience. Key features such as gamification, self-paced learning, and collaborative discussions foster healthy competition and motivation. The tools also support knowledge retention through peer discussions, quizzes, and interactive exercises, while multimedia resources and instant feedback help students refine ethical reasoning and apply professional standards. To evaluate the impact, student performance was assessed over two consecutive semesters across six core learning outcomes: professional responsibility, ethical decision-making, moral theories in engineering, case studies and ethical codes, teamwork and interdisciplinary collaboration, and the design process with ethics. Results showed clear improvements in ethical awareness, decision-making, and responsibility. The findings demonstrate that interactive platforms create intellectually engaging environments that encourage critical analysis of ethical issues and application of diverse ethical frameworks. The approach not only strengthens learning outcomes but also prepares students to confront complex ethical challenges in their future engineering careers.
Recommended Citation
Ahmed, Waleed; Hamza, Rihab; Alkhatib, Omar; and Zaneldin, Essam
(2025)
"Fostering Students’ Ethical Engagement by Employing Online Interactive Platforms for Engineering Ethics Education,"
The Journal of Engineering Research: Vol. 22:
Iss.
1, Article 4.
DOI: https://doi.org/10.53540/1726-6742.1308
Pages
34