Exploring and Developing the Ethical Codes for Work and Technology Curriculum

Abstract
The present study aims to explore and develop the ethical codes for the work and technology curriculum of the junior high school from the teachers' point of view. This qualitative research used phenomenological methodology. The findings showed that teachers identify two main categories and twelve subcategories for work and technology curriculum ethical codes: work ethical codes of responsibility, fairness, honesty and integrity, trustworthiness and halal earning, and technology ethical codes of intellectual property, copyright, information security, privacy, access, information accuracy and networking etiquette).
Introduction
Ethical codes determine ethical do's and don'ts in any profession, and provide individuals with a common understanding (Gharamaleki, 2017). As one of the eleven domains of education and learning in the national curriculum, work and technology curriculum inevitably involves ethical issues. Since this curriculum focuses on obtaining practical skills for an efficient productive life and competencies relating to the relevant technologies, particularly information and communication technology, we have two main concepts: professional or occupational training and technology training. Review of the literature reveals the following published research in this regard: Ayati et al. (2019), Aghili et al. (2019), Maleki et al. (2019), Farmahinifrahani et al. (2014), Bourke et al. (2020), Bleazby et al. (2020), Daccache (2019), Nishino (2017), and Segev (2016). Since curriculum provides the path for realization and practice of ethical issues, work and technology curriculum has an important place in the development of students’ skills in the modern world for its key concepts of work and technology, and that students should have a greater commitment and adherence to ethical issues, the present study was conducted to explore and develop ethical codes for the work and technology curriculum and answer the question of “What are the ethical codes for work and technology curriculum from the teachers’ perspective?”.
Method
Given the nature of the study subject, the present study was conducted using a qualitative phenomenological approach. The statistical population included teachers of work and technology from across the country. Purposive sampling was conducted using criterion strategy. With prior arrangements made with the Office of Compilation of Technical and Vocational Textbooks, 13 head teachers (10 men and 3 women) were interviewed until data saturation. After selecting the participants, data were collected using semi-structured interviews. Concerns about lack of time to interview the participants were abated through prior arrangements. Each interview lasted 50-70 minutes. Face validity and content validity of the interview questions were confirmed by several professors of educational sciences. To determine the validity of the data, strategies such as member check and peer check were used. Member check and peer check were used to ensure that the interpretation of the data reflected the study phenomenon, such that the data were encoded by three researchers familiar with the qualitative studies after transcribing the interviews, and their comments were implemented and completely approved. Next, for the purpose of member check, the findings and codes extracted from interviews were given to four participants for their approval. An external observer with expertise in qualitative studies and qualitative data analysis was used to ensure dependability of the study.  
Results
Question: What are the ethical codes for work and technology curriculum from the teachers’ perspective?
According to the results, the ethical codes for work and technology curriculum from the teachers’ perspective include two main items: ethical codes of work (responsibility, fairness, honesty and integrity, trustworthiness and halal income), and ethical codes of technology (intellectual property, copyright, information security, privacy, access, information accuracy and networking etiquette), as explained below. Figure 1 shows the ethical codes of work and technology.
Discussion and Conclusion
The presence of ethics together with reason, faith, science and practice in the national curriculum targeting model reflects that ethical issues are valued and seriously addressed for helping students achieve some degrees of basic competencies. With regard to the ethical codes of work, our results generally concur with those obtained in the following studies: Mirkamali and Haj Khazimeh (2016) in terms of the components of honesty, fairness, and responsibility; Sayyadi, Tooranloo, Saghafi (2017) in terms of the Islamic work ethics consequences in the social field; Maleki et al. (2019) in terms of work and technology ethical skills; Bleazby (2020) in terms of ethical habits and values (honesty and care); Mason (1986) in terms of the ethical codes of technology such as privacy, access and accuracy; Rasinen (2003) in the dimension of social/conscious/ethical thinking; Akay study (2008) in terms of ethical issues such as privacy, assets, copyrights, networking etiquette, access and accuracy, and Lucey and Grant study (2009) in terms of privacy, and accessibility.