Integrating engineering ethics education into the curriculum system of China’s transportation engineering major is crucial for promoting Sustainable Development Goal 11 (SDG 11) in the field of transportation engineering in China. However, the mapping relationship between teaching satisfaction and engineering ethics literacy, which are traditional indicators for evaluating teaching effectiveness in China, is not clear. This study constructed a teaching satisfaction transformation model with Experiential Transformer Engagement (ETE) and Self-Efficacy (SE) as dual mediators. Through experimental testing of undergraduate students majoring in transportation engineering from five universities in Hebei Province, it was found that both ETE and SE significantly moderated the conversion of teaching satisfaction to two key ethical abilities: Ethical Decision-Making Competence (EDMC) and Social Responsibility Strength (SRS). Among them, ETE accounted for about 64% of the total indirect impact on the two outcomes, which was significantly stronger than SE’s 48%. In addition, achievement goal orientation has a significant moderating effect. These findings not only address the teaching framework of engineering ethics that is suitable for the Chinese context, but also expand the theoretical basis and implementation plans of teaching models in the early stages of engineering ethics education in developing countries.
Huili Zhang (Fri,) studied this question.
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