The Frontiers of Society, Science and Technology, 2026, 8(3); doi: 10.25236/FSST.2026.080310.
Yajing Bai, Qing Lin, Li Li
School of Intelligent Science and Engineering, Xi’an Peihua University, Xi’an, 710125, China
Generative AI has profoundly transformed modern software engineering workflows. While enhancing development productivity, it introduces notable pedagogical challenges, such as students’ excessive reliance on AI generated outputs and insufficient awareness of AI hallucination risks, which weakens their capacity for independent engineering reasoning. Conventional Software Engineering curricula predominantly prioritize technical skill training yet lack systematic instruction to foster professional accountability and AI related ethical literacy. To address these gaps, this paper proposes a cognition reflection practice enlightenment action five dimensional collaborative teaching framework. Value oriented and AI ethical evaluation components are embedded within full lifecycle engineering deliverables, with each ethical analysis sub module assigned a weight of 20 % in the feasibility analysis report, requirement analysis report, and overall final project report. Supported by an industry university competition certificate integrated mechanism that incorporates professional certifications, discipline contests and enterprise sourced practical materials, this multi-year reform has been implemented across more than 20 undergraduate classes involving nearly 1500 students at a local application oriented university. The proposed framework establishes a closed loop teaching pipeline spanning knowledge acquisition, ethical deliberation, hands on practice, value internalization, and normative behavior formation. Empirical teaching observations suggest that the approach cultivates students’ rational perceptions of generative AI and strengthens their recognition of software engineers’ social accountability. This paper further discusses study limitations and prospective research directions and provides replicable references for values driven computing education in the large model era.
Generative AI; Software Engineering; engineering education reform; AI ethics; professional responsibility; five dimensional teaching framework; industry university competition certificate integration; project embedded assessment
Yajing Bai, Qing Lin, Li Li. A Five Dimensional Integrated Teaching Practice for Software Engineering to Improve Ethical Awareness under Generative AI. The Frontiers of Society, Science and Technology (2026), Vol. 8, Issue 3: 67-73. https://doi.org/10.25236/FSST.2026.080310.
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