Abstract
Emerging genetic technologies present complex socio-ethical dilemmas, requiring biology students to develop ethical decision-making (EDM) skills. This study aimed to design and evaluate a learning intervention integrating case study teaching and the four component model of morality, while also identifying design principles relevant for EDM. The method of this study used educational design research across three phases: preliminary analysis, intervention development, and evaluation. A total of 101 undergraduate biology students and 22 genetics instructors and practitioners participated, with ethical approval obtained from Universitas Negeri Malang. The field evaluation revealed significant improvements in EDM skills, with the largest effects on moral sensitivity (Cohen’s d = 0.83), followed by judgment (d = 0.78), character (d = 0.77), and motivation (d = 0.64). These findings confirm the intervention’s effectiveness and provide design principles to guide the development of similar ethical learning interventions in science education.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 12, December 2025, Article No: em2744
https://doi.org/10.29333/ejmste/17476
Publication date: 02 Dec 2025
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