Enhancing Ethical Reasoning in Engineering Education through Student-Created Interactive Ethical Scenarios Using Generative AI

In modern engineering education, integrating ethical reasoning into technical curricula is increasingly vital due to the complex societal issues engineers face. Traditional pedagogies-relying on static case studies and theoretical discussions-often fall short in preparing students for the dynamic nature of real-world ethical challenges. This study introduces an innovative approach that engages engineering students in creating and debugging interactive ethical scenarios using generative AI, particularly Large Language Models (LLMs). Leveraging LLMs' natural language processing capabilities, students generate evolving scenarios that respond to their inputs, fostering a learning environment that mirrors the complexities of the real-world. Grounded in the constructivist paradigm and employing a qualitative methodology, the research involves semi-structured interviews and surveys of engineering students participating in this immersive assessment approach. Analysis of the collected data aims to understand the impact on students' ethical comprehension, reasoning processes, and engagement with ethical dilemmas. By positioning students as active participants in constructing ethical scenarios, the method enhances their ethical reasoning skills and acquaints them with emerging AI technologies integral to modern engineering. Aligned with the Accreditation of Higher Education Programs (AHEP4) framework-which emphasises competencies in addressing ethical issues and complex problems-this study addresses gaps in the current literature concerning innovative, student-centred approaches in engineering ethics education. Findings suggest that active involvement in scenario creation, facilitated by LLMs, leads to a deeper understanding and practical application of ethical principles. The research contributes to advancing ethics education in engineering by demonstrating how technology can create a more dynamic and immersive learning experience. It underscores the potential of LLMs to revolutionise ethics education, aligning pedagogical practices with the evolving demands of the engineering profession in a technology-driven society.