Developing a Teaching Unit Based on (STSE) and Its Effects on the Development of Decision-Making Skills and Ethical Thinking among Female College Students in Israel

Abstract

The goal of this study was to assess how a training module on science, technology, society, and the environment (STSE) concepts affected college students' capacity for ethical reasoning and decision-making. 48 female students were divided equally into an experimental group that received STSE-based education and a control group that received regular instruction as part of a quasi-experimental design. A decision-making test and an ethical reasoning scale were used in pre-and post-intervention evaluations to gauge the effectiveness of the instructional intervention. The findings showed that the STSE technique significantly improved decision-making skills and ethical reasoning abilities, favoring the experimental group. Notably, a significant relationship between ethical reasoning and judgment was found. These findings underscore the significance of crafting instructional modules grounded in the STSE framework across diverse academic disciplines, offering potential benefits for holistic student skill development in various curricular contexts.