According to Moor [16], computer ethics is the analysis of the nature and social impact of computer technology and the corresponding formulation and justification of policies for the ethical use of such technology. Tavani [17] argues that cyberethics is a more appropriate and accurate term, connoting the social impact of computers and cybertechnology in a broad sense and not merely the impact of that technology for computer professionals. He defines cyberethics as the study of moral, legal, and social issues involving cybertechnology. Cybertechnology, in turn, comprises the entire range of computing and communication systems, from stand-alone computers to privately owned networks and to the Internet itself. Moor [16] explains that computers are essentially a malleable, universally applicable tool, so the potential applications for human action and consequent ethical issues are novel and almost limitless [17], [18]. Some of these actions might generate what Moor calls policy vacuums, because we have no explicit policies or laws to guide new choices that are only possible through cybertechnology. These vacuums, in turn, need to be filled with either new or revised policies [17].

Making cyberethics decisions: Breys disclosive method

Tavani [17] summarizes Breys disclosive method in the three following steps.

Step 1 Identify a practice involving cyber-technology, or a feature in that technology, that is controversial from a moral perspective.1a. Disclose any hidden (or opaque) features or issues that have moral implications. 1.b If the ethical issue is descriptive, assess the sociological implications for relevant social institutions and socio-demographic and populations. 1c. If the ethical issue is also normative, determine whether there are any specific guidelines, that is, professional codes that can help resolve the issue. 1d. If the normative ethical issues remain, proceed to Step 2.

Step 2 Analyze the ethical issue by clarifying concepts and situating it in a context. 2a. If a policy vacuum exists, proceed to Step 2b; otherwise continue to Step 3. 2b. Clear up any conceptual muddles involving the policy vacuum and proceed to Step 3.

Step 3 Deliberate on the ethical issues. The deliberation process requires two stages: 3a. Apply one or more ethical theories to the analysis of the moral issue, and then go to step 3b. 3b.Justify the position you reached by evaluating it against the rules for logic/critical thinking.

CONCEPTUAL FRAMEWORK FOR ANALYZING MILLENNIAL SOFTWARE ENGINEERS EDUCATION FOR CYBERETHICS

To be able to analyze millennial software engineers education under the lens of cyberethics, we derived a conceptual framework from 1) Breys disclosive method on cyberethics decision-making and 2) the required pieces of knowledge to apply it, which should be provided by 3) a certain Software Engineering curriculum. Figure 1 illustrates our conceptual framework. Despite that we provide a number of required knowledge pieces, this paper focuses only on cybertechnologies and practices, as well as the usage of already available SE/CS professional codes. We reviewed the literature on cybertechnologies to identify the most relevant technical and nontechnical components that are crucial for Software Engineers in the 21st century, as they might exhibit controversial issues from a moral perspective. We took advantage of our previous 15 years experience in global software development companies to refine and complement this list of relevant cybertechnologies

We found that some additional components must be part of the list of cybertechnologies. For instance, despite that Data Science, Social Media, and Mobile are not emergent, they are structuring technologies for the necessary hyper-connectivity that enables the Digital Economy. Rapid advances in technology can boost whole business models [23], which means that digital business models can have enormous impact on society and the economy. As customers expect increasingly faster, cheaper, and better products and services, practices involving Design Thinking and Experience, Product. and Services Design become crucial for software companies competing against the already known experiences customers have with the Facebooks, Apples, and Amazons of the world [23]. Finally, software security and technological social impact are must-have components.

AN ANALYSIS OF THE SE CURRICULUM

In this section, we analyze the ACM/IEEE Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering [42], as well as the top two Brazilian Software Engineering Programs for evidence of ethics as an interdisciplinary approach addressing the needs of the future. More specifically, we searched for topics related to ethics in the ACM/IEEE Software Engineering Education Knowledge (SEEK) and in the two Brazilian SE undergraduate courses to check if the teaching of Ethics is one given appropriate attention in millennial software engineers education. For this purpose, we performed a search for some Ethics-related topics presented in syllabi of this discipline, such as Ethics, Society, Sustainability, Environment, General Systems Theory, Complex and Adaptive System, Law, Legal, Social and Humanity. Ethics is one of the most valued concepts presented in the ACM/IEEE Computing Curricula. In addition to explicitly citing the Software Engineering Code of Ethics and Professional Practice [43], the Curriculum Guideline number 15 states that Ethical, legal, and economic concerns and the notion of what it means to be a professional should be raised frequently. Moreover, the Ethics word appears 19 times

INTEGRATING CYBERETHICS INTO THE SE CURRICULUM

Institutional level- Software engineering professors are in the best position to spark a dialogue about being a professional in a community that shares the same weighty responsibilities [3]. They, therefore, must be prepared to conduct a controversial and relevant dialogue with students. Professors need to collaborate with ethicists, complex systems scholars, professional societies and a number of other discipline representatives in order to keep themselves updated.

Curricular level- At the curricular level, we need to consider that different strategies should be considered in designing the academic curricula to integrate cyber ethics content. The incorporation of content in cyberethics through stand-alone subjects (specific courses) or embedded subjects (different courses) constitutes one of the principal current debates of how to teach ethics

Instrumental level- At this level, instructors need to set specific learning objectives and decide on the pedagogical tools to be used. A number of methodologies can be used. In this phase, we confirm research findings and recommendations on assessing millennial generations learning preferences and learning styles [3], [48][50]. We thus provide some concrete advice based on these studies and our own teaching experience

CONCLUSION- Millennial Software Engineers must think and act ethically in order to deal with critical issues of the new century. However, there is still open challenges in the educational systems and curricula delivery since ethics concerns are presented in isolated courses. This study presented a conceptual framework for cyberethics and conducts an analysis of the SE curriculum proposed by the ACM/IEEE SE. Curriculum Guidelines, as well as the top Brazilian SE undergraduate programs. Suggestions on how to introduce this theme as an interdisciplinary curriculum approach are also provided. This work points to the need for some interesting future studies. The next step is to more thoroughly investigate cyberethics education concrete outcomes by administering a survey to professors and students. Another important area involves evaluating additional SE curriculum guidelines from different countries and investigating cultural factors influencing cyberethics. Finally, future studies may aim to determine a strategy to introduce cyberethics in any SE-related course as a fundamental feature of millennial software engineers instruction.

Write a one page synopsis forthis article. The synopsis should contain , what the article was about, and YOUR OPINION of what you read. Did you find it interesting? Do you agree or disagree with the article?

Please write this in your own langauga