Examining the Influence of Science-for-the-Common-Good Orientation on Civic Responsibility Intentions among STEM and Non-Stem Students

This study examined the influence of science-for-the-common-good orientation on civic responsibility intentions among STEM and non-STEM students. It focused on three dimensions of civic responsibility: community engagement, ethical decision-making, and social accountability. The study aimed to determine whether students’ perception of science as a tool for societal benefit relates to their intention to participate in civic and community-related activities.

A descriptive research design was used. Data were gathered through a structured survey questionnaire administered to selected STEM and non-STEM students. Mean and standard deviation were used to analyze the level of science-for-the-common-good orientation and civic responsibility intentions.

Findings revealed that the respondents demonstrated a high level of science-for-the-common-good orientation (M range = 4.70 to 5.01), indicating that students generally believe science should contribute to societal welfare and address environmental and social concerns. The respondents also exhibited high civic responsibility intentions in terms of community engagement (M = 4.71), ethical decision-making (M range = 4.99 to 5.05), and social accountability (M range = 4.90 to 5.20).

The findings further showed that science-for-the-common-good orientation significantly predicts civic responsibility intentions among students. Learners who perceive science as socially relevant tend to demonstrate stronger ethical awareness, community participation, and social accountability. However, academic track was not found to significantly moderate this relationship. Overall, the study highlights the importance of promoting socially relevant science education to strengthen students’ civic-mindedness and sense of social responsibility.