Work in Progress-The Role of Self-Assessment in Fostering Ethical Practices in Engineering Education

Ethics holds significant importance within the realm of engineering education. Incorporating ethics into traditional engineering education is frequently overlooked, mostly due to the inherent difficulty in evaluating students' ethical decision-making abilities. The current study examines the self-assessment approach in the context of incorporating ethical principles into engineering education. Educators have challenges on the development of curriculum, the selection of assessment strategies, and fostering student involvement. This study examines the extent to which students value their grades over knowledge acquisition. The research employs a framework rooted in “temporal cognition,” encompassing three key components: retrospection, introspection, and prospection. This framework serves as a lens to explore the ethical dimensions of decision-making in self-assessment. Preliminary results reveal variations in self-assessment accuracy, prompting a critical exploration of the underlying motivations and biases influencing students' grading perceptions. We aim to investigate the influence of self-assessment on students' academic performance with diverse levels of ethical prerequisites. The research highlights the contribution of self-assessment to augmenting ethical reasoning and conduct. Our self-assessment method also emphasizes self-awareness in addition to academic excellence. The research adopts a mixed-methods framework, integrating surveys to systematically collect intricate feedback about engagement levels, the accuracy of self-assessment, and overarching perceptions.Presently, the contemplation is directed towards incorporating a survey as the subsequent phase in the progression of this scholarly inquiry.