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Who Is Savvy about Digital Ethics? Differences between Teacher Education, Law, and Computer Science Students

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Title: Who Is Savvy about Digital Ethics? Differences between Teacher Education, Law, and Computer Science Students
Language: English
Authors: Marion Händel (ORCID 0000-0002-3069-5582), Marc-Pascal Berges (ORCID 0000-0002-9982-547X), Michaela Gläser-Zikuda (ORCID 0000-0002-3071-2995), Rudolf Kammerl (ORCID 0000-0001-5500-0487), Hans Kudlich (ORCID 0000-0001-9195-4827), Sabine Martschinke (ORCID 0000-0003-3492-6912), Manfred L. Pirner (ORCID 0000-0002-6641-4690)
Source: Education and Information Technologies. 2025 30(17):25177-25196.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Computer Science Education, Teacher Education, Laws, Electronic Learning, Ethics, College Students, Legal Education (Professions), Media Education, Digital Literacy
DOI: 10.1007/s10639-025-13714-2
ISSN: 1360-2357
1573-7608
Abstract: Learning in the digital world requires not only technological skills for using digital tools but also ethical skills to critically reflect on (in)adequate digital media use and potential negative consequences. These skills are particularly crucial in professions dealing with public welfare and societal issues. Inter alia, those are teachers who educate the youth, legal professionals who judge (il)legal behavior regarding media, or computer scientists who bear responsibility when developing algorithms. Accordingly, higher education students studying teacher education, law studies, or computer science studies should develop ethical skills for the digital world. This study examined how higher education students perceive problematic media behaviors and which digital competences they regard relevant for ethical issues. In addition, the study investigated whether students of teacher education, law studies, and computer science studies differ in their perceptions. To this end, an online survey with N = 461 participating students was conducted. Study results indicated that higher education students perceived problematic media behaviors as such with posting inappropriate content identified as the most problematic. Furthermore, students considered several digital competences as relevant for ethical issues with protecting and acting safely as most relevant. In-depth analyses uncovered subject-specific differences with computer science students being most ethically savvy, albeit differences were only of small effect size. The study provides valuable insights into the intersection of digital competences, ethical considerations, and academic disciplines. In the future, longitudinal and training studies will help to understand how differences emerge and whether students of different study subjects benefit from digital ethics training.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501393
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Marion+Händel%22">Marion Händel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3069-5582">0000-0002-3069-5582</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marc-Pascal+Berges%22">Marc-Pascal Berges</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9982-547X">0000-0002-9982-547X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michaela+Gläser-Zikuda%22">Michaela Gläser-Zikuda</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3071-2995">0000-0002-3071-2995</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rudolf+Kammerl%22">Rudolf Kammerl</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5500-0487">0000-0001-5500-0487</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hans+Kudlich%22">Hans Kudlich</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9195-4827">0000-0001-9195-4827</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sabine+Martschinke%22">Sabine Martschinke</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3492-6912">0000-0003-3492-6912</externalLink>)<br /><searchLink fieldCode="AR" term="%22Manfred+L%2E+Pirner%22">Manfred L. Pirner</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6641-4690">0000-0002-6641-4690</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Learning in the digital world requires not only technological skills for using digital tools but also ethical skills to critically reflect on (in)adequate digital media use and potential negative consequences. These skills are particularly crucial in professions dealing with public welfare and societal issues. Inter alia, those are teachers who educate the youth, legal professionals who judge (il)legal behavior regarding media, or computer scientists who bear responsibility when developing algorithms. Accordingly, higher education students studying teacher education, law studies, or computer science studies should develop ethical skills for the digital world. This study examined how higher education students perceive problematic media behaviors and which digital competences they regard relevant for ethical issues. In addition, the study investigated whether students of teacher education, law studies, and computer science studies differ in their perceptions. To this end, an online survey with N = 461 participating students was conducted. Study results indicated that higher education students perceived problematic media behaviors as such with posting inappropriate content identified as the most problematic. Furthermore, students considered several digital competences as relevant for ethical issues with protecting and acting safely as most relevant. In-depth analyses uncovered subject-specific differences with computer science students being most ethically savvy, albeit differences were only of small effect size. The study provides valuable insights into the intersection of digital competences, ethical considerations, and academic disciplines. In the future, longitudinal and training studies will help to understand how differences emerge and whether students of different study subjects benefit from digital ethics training.
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