Compassion in Engineering Education: Validation of the Compassionate Engagement and Action Scales (CEAS) and Conceptual Insights

This study validates the Compassionate Engagement and Action Scales for Self and Others (CEAS) for use with undergraduate engineering students in the United States. Compassion, defined as sensitivity to suffering in oneself and others coupled with a commitment to alleviate and prevent it, is increasingly recognized as a vital socio-emotional competency in professional education. Using a cross-sectional survey design, 434 engineering undergraduates completed the CEAS instrument. In addition, students responded to open-ended questions about their definition of compassion and “others” as well as a validated engineering identity scale. Structural equation modeling supported the hypothesized three-flow, two-component structure of compassion, with excellent fit indices (CFI = 0.980, RMSEA = 0.037) and generally strong factor loadings. Reliability was high for most subscales (α = 0.716–0.762), though self-compassion engagement showed lower internal consistency (α = 0.614). Divergent validity was confirmed through weak correlations with engineering identity dimensions. Qualitative salience and thematic analysis revealed that participants most frequently associated compassion with empathy, kindness, caring, and understanding and defined “others” mainly as friends, family, and classmates, with high-compassion scorers being more compassion oriented and including broader social circles. Findings support the CEAS’s structural validity and utility in engineering education while highlighting opportunities to strengthen self-compassion engagement to enhance well-being, ethical reasoning, and socially responsible practice among future engineers.