Abstract
This study examined the impact of human-centered, empathic design on middle school students’ empathy, STEM self-efficacy, ethical and moral reasoning, and sense of belonging in STEM. Using a convergent mixed-methods case study approach, grounded in Social Cognitive Theory, Moral Development Theory, and Ethics of Care, the study investigated the effects of a curriculum intervention across three eighth-grade science classrooms in a Midwestern K-8 school. Data were gathered from 58 participants through pre- and post-surveys and classroom reflections to measure changes across four constructs.
Quantitative results revealed statistically significant increases in empathy and STEM self-efficacy following the intervention (p < .05). Although the shortened survey instrument did not fully validate the sense of belonging construct, qualitative findings revealed growth across all four areas: students demonstrated increased empathy, stronger STEM self-efficacy, a deeper sense of belonging in STEM, and emerging ethical and moral reasoning. Students’ reflections highlighted enhanced perspective-taking, greater emotional awareness, and expanded connections to STEM.
Collectively, these findings present a compelling argument that intentionally integrating empathy at the beginning of the engineering design process strengthens both the emotional and cognitive aspects of learning. Human-centered, empathic design fosters students’ moral responsibility, promotes ethical decision-making, and empowers students to see themselves as capable contributors, suggesting that empathy-based approaches should be central to middle school STEM education. These results indicate that empathy-centered design may play a critical role in advancing developmentally responsive middle school STEM education.