Integrating Values Education into STEM Curriculum: A Case Study on Cultivating Professional Ethics and Social Responsibility in 'Radiation Physics and Protection'

Abstract

In an era of rapid technological advancement, equipping STEM students with not only technical skills but also professional ethics and a strong sense of social responsibility has become a critical challenge for higher education worldwide. To address this, this study presents a case study of a pedagogical reform in 'Radiation Physics and Protection,' a core course for medical imaging technology majors. Based on two years of teaching practice with 540 undergraduate students at a university in China, this study uses a qualitative analysis to examine three teaching cases designed to enhance students' comprehensive competencies: "Cultivating a Sense of Professional Mission Through Historical Narrative," "Fostering Professional Ethics Through the History of Science and Hands-on Practice," and "Developing Critical Thinking Through Debates on Socioscientific Issues." The findings indicate that by adhering to the design principles of "Goal Alignment, Seamless Integration, Student-Centered Approach, and Value-Oriented Guidance," abstract values can be successfully internalized within a professional curriculum. Based on these findings, this paper proposes a generalizable "Tri-element Fusion" pedagogical model (Knowledge Domain, Value Domain, and Pedagogical Practice Domain), offering a practical framework for ethics and values education in other STEM courses globally.