Abstract

Scientific Ethics Education (SEE) plays a pivotal role in cultivating students’ understanding of complex ethical dilemmas and guiding their ethical decision-making processes. Effective instruction in this area requires a tailored approach suited for science students. This study explores how epistemological worldviews (EW) influence pedagogical strategies (PS) among educators in Malaysian universities. By investigating the diverse perspectives of 23 educators using the Fuzzy Delphi methodology, the research reveals a significant preference for contextualist and relativistic worldviews. These orientations support teaching methods that enhance critical thinking and ethical reasoning. Integrating these worldviews into the SEE curriculum fosters a transformative learning environment, equipping students with the ethical skills to navigate complex scientific challenges with integrity and proficiency.