DEVELOPING CURRICULUM OF TECHNOLOGICAL CITIZENSHIP EDUCATION AND EXAMINING ITS EFFECTIVENESS: FOSTERING TECHNOLOGICAL ETHICS AND DIALECTIC RISK COMMUNICATION SKILLS

Abstract

 The capacity building of dialectic risk communication and ethical action has been required in the society for imminent implementation of self-driving technology. This study aims at developing a curriculum of technological citizenship education and examining its effectiveness. It is characterized by competency-based curriculum, fostering technological ethics and practice of dialectic risk communication based on the Utilitarianism and Maximin principle. We implement the curriculum for university students as both future users and developers of self-driving technology in four different cases at Japanese and Indonesian universities. Then we improve the curriculum through examining the effectiveness by quantitative and qualitative analyses. It is found that the competency indicators of ‘responsibility in technology’, ‘public sphere behavior’ and ‘skill’ could be grown in significant power, and consequently the students could gain the dialectic risk communication ability in the final curriculumn.