The unique properties of nanotechnology have made nanotechnology education and its related subjects increasingly important not only for students but for mankind at large. This particular technology brings educators to work together to prepare and produce competent engineers and scientists for this field. One of the key challenges in nanotechnology engineering is to produce graduate students who are not only competent in technical knowledge but possess the necessary attitude and awareness toward the social and ethical issues related to nanotechnology. In this paper, a research model has been developed to assess Malaysian nanotechnology engineering students' attitudes and whether their perspectives have attained the necessary objectives of ethical education throughout their programme of study. The findings from this investigation show that socio ethical education has a strong influence on the students' knowledge, skills and attitudes pertaining to socio ethical issues related to nanotechnology.

Science, Technology, Engineering and Mathematics (STEM) education needs a teaching workforce that is knowledgeable and skillful. Previous studies have reported the effectiveness of the delivery of the STEM education using the outcome-based education approach. Yet, the implementation of STEM education has been equally criticized. This study is a qualitative inquiry using the grounded theory approach to identify the teaching strategies employed by academics involved in STEM education in a leading private university in Malaysia. In particular, the inquiry focusses on the outcome-based education and its implementation in STEM education. Eight academics involved in STEM education from a private university in Malaysia were recruited using a purposive sampling procedure. In-depth interviews were conducted using semi-structured questions. The findings suggest that the participants are apprehensive of using outcome-based education in implementing STEM education and would require more training on this approach. The data yielded teaching strategies and challenges faced by STEM academics in the implementation of outcome-based education.

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