| Abstrakt: |
Science, Technology, Engineering and Mathematics (STEM) in universities and schools require integrating knowledge with experiential learning and analyzing the role of human values in real life situations. Graduates of engineering, mathematics, biotechnology, agricultural engineering, environmental technology, synthetic technology, and bioengineering will play a major role and contribute to human capital in the future. The integration of ethics and sustainable behavior has a prominent position in education. The teaching pedagogies that reVlect on sustainable practices are limited. There is an urgent need to explore teaching pedagogies and ways of prompting students to think over sustainable ways because of the problems addressed by the United Nations and the sustainable goals, 2030. This study, in a workshop in Penang Malaysia, explored whether the Southeast Asian participants' capacities related to the integration of ethics and values into topics related to STEM could yield results for sustainable development. The methodology used was analytic inquiry and problem solving coupled with inductive analysis. The small sample involved in this case study revealed that there was a signiVicant scope for students from schools and universities to gain reVlective, contemplative and mindful capacities to explore sustainable practices. The outcomes from Phase 1, Phase 2 and Phase 3 during the workshop touched on health and well-being, core values, sustainable behavior patterns, human-environment connections, social justice and equity issues. Results revealed that pedagogical considerations are important tofacilitate teaching of ethics and values both for micro and macro-objectives of sustainable development. The Vindings revealed that Kolb's model for Science and Technology at the reVlective stage plays a crucial role in the integration of ethics and values. It is at this stage that pedagogical considerations may help elicit new ways for sustainable behaviors and thoughts. [ABSTRACT FROM AUTHOR] |
