Embedding Social Justice and Ethical Awareness in Course‑Based Research Assignments

Abstract

This article discusses guidelines for embedding research ethics and social justice into undergraduate and graduate coursework through the University of Victoria’s course-based ethics review framework. Drawing on experiential learning strategies and the Tri-Council Policy Statement (TCPS 2, 2022), this paper illustrates how instructors can design assignments that cultivate ethical reasoning, research integrity, and social responsibility. Practical examples from several academic disciplines demonstrate how students learn to navigate ethical complexities in real-world contexts. The framework affirms that ethical research education is not just procedural but foundational to inclusive inquiry, offering a scalable approach to teaching responsible and justice-oriented research practices.