工程&教育

On July 21, 2026, the White House OSTP released 'Science: The Next Golden Age,' a 123-page report that declares the university is no longer the 'sole home' of America's most innovative research. Beneath this reform lies a concealed kernel: engineering education. Because science that cannot be turned into making things is science that pays for another country's R&D.

The AI era doesn't mean knowledge is no longer important—it means the importance of knowledge is heightened, and its structural nature is more demanding. The knowledge ocean of large models has unfolded before you, but what you can fish out depends entirely on your cognitive schema.

In May 2026, Khan Academy, TED, and ETS jointly announced the Khan TED Institute—a genuine degree alternative. The second marginalization of the university, an institution that has existed for over a thousand years, has erupted. History is either repeating or rhyming—the question is whether universities can save themselves.

In the new technological revolution and crisis era, under the lens of science and technology ethics, morality has become a competency requirement, making S&T ethics education a complex, urgent, and formidable task. This paper argues that the educational objective of S&T ethics education should be 'the enlightenment of ethical consciousness and the cultivation of moral competence,' and that it should reach all students regardless of their major.

How should ethical principles and norms for science and technology be established? How can relevant personnel deeply internalize them and translate them into action? How should ethical violations be punished? These questions require a long process of consensus-building and educational outreach.

Innovation is a double-edged sword. The shift from pursuing innovation to constraining innovation with responsibility involves a paradigm shift in both innovation theory and practice. Responsible innovation education is key to the sustainability of civilization.