Development of Ethics Literacy Pedagogical Innovation for Pre-service Teachers within the Post Digital Society Context

Abstract

This study is designed with the following objectives: 1) to examine the existing state and needs concerning ethics literacy pedagogy for pre-service teachers within the post-digital societal context; 2) to develop an ethics literacy pedagogy innovation for pre-service teachers within the post-digital societal context; and 3) to investigate the effects of implementing the developed ethics literacy pedagogy innovation for pre-service teachers within the post-digital societal context. Employing an action research methodology. The study involved 52 participants: 15 informants, 7 experts, and 30 pre-service teachers. Qualitative data will undergo content analysis, and quantitative data will be analyzed for means and standard deviations. Findings will be presented descriptively. The preliminary findings of the research indicate that 1) Current ethics literacy pedagogy for pre-service teachers in the post-digital society reveals a mismatch between existing teacher preparation innovations and the pedagogical demands for effectively educating future educators. Traditional ethics literacy pedagogy fails to engage digital native learners. Instructors often lack specialized expertise, and curriculum content is developmentally inappropriate, leading to inaccurate understanding. Therefore, developing enhanced ethics literacy pedagogy for pre-service teachers is crucial to cultivate appropriate professional ethics. 2) The development of an ethics literacy pedagogical innovation for pre-service teachers in the post-digital society context involved the creation of a process innovation termed the "ethics literacy pedagogical innovation." This innovation comprises five sequential stages: 1) Situating ethical dilemmas, 2) Scrutinizing ethical stances, 3) Strategizing ethical solutions, 4) Simulating ethical actions, and 5) Sharing ethical reflections. Evaluation indicated a high level of quality and suitability for this innovation. 3) Implementation of the ethics literacy pedagogy innovation for pre-service teachers in the post-digital societal context yielded the highest levels of ethics literacy among participating pre-service teachers.