文献类型：期刊文献

英文题名：The Development and Practice of Engineering Ethics Education for Master's-Level Engineering Students at a Shanghai University: A Case Study

作者：Wang, Fangfang[1];Li, Xu[1];Xiu, Guangli[1]

机构：[1]East China Univ Sci & Technol, Shanghai 200237, Peoples R China

年份：2026

卷号：42

期号：4

起止页码：1078

外文期刊名：INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION

收录：;EI(收录号：20263321278567);Scopus(收录号：2-s2.0-105046915715);WOS:【SCI-EXPANDED(收录号:WOS:001835715400019)】；

语种：英文

外文关键词：engineering ethics; education reform; case teaching; policy coordination; industry-education integration

摘要：Engineering ethics education in China has gradually but significantly evolved in response to national policies and the demands of industrialization. This study uses a mixed-methods case study design to investigate a decade-long reform initiative at a university in Shanghai. Enrollment records and course evaluation surveys collected between 2014 and 2024-encompassing data from approximately 7,500 students and 850 survey responses-were analyzed, and this quantitative analysis was supplemented with qualitative thematic analysis of institutional and pedagogical documents. The transition period of engineering ethics was traced from its beginnings as an elective course to a mandatory general-education course when the key reforms were implemented. Before and after the curriculum reform, questionnaires were administered to students during class sessions to collect feedback. Comparative analysis revealed that students' in-class participation had doubled over the course of the reform. Enrollment figures increased dramatically to more than 1,000 students annually once engineering ethics education became a requirement of the national engineering education standard. Additionally, a faculty pool was established, including both industrial experts and academic faculty, to solve constraints related to teaching resources. The "Shanghai Case"exemplifies a successful model for engineering ethics education that effectively synergizes policy mandates with pedagogical innovation and collaboration between academia and industry. This approach successfully bridged the gap between theory and practice, providing a replicable framework model for engineering ethics education in other countries or regions undergoing rapid development.