<p>The advancement of science, engineering and technology (SET) necessitates a concurrent focus on both the pace of technological development and adherence to ethical standards. This requires a balanced emphasis on the speed of scientific progress and the ethical norms that govern research activities. Such a balance underscores the importance of reinforcing guidance on scientific and technological ethics during the cultivation of students in these fields. Despite sporadic discussions within the current science education community regarding the philosophical underpinnings of ethics education in SET, a systematic sorting and summarization of the moral philosophy resources applied to this field has yet to be accomplished. Moreover, there remains a dearth of exploration into the mechanisms by which ethical beliefs influence curriculum content, philosophical approaches, course objectives, and effective evaluation. This paper seeks to address these gaps by comparing the literature on SET ethics education across four dimensions: anterior and posterior, abstract and concrete, Eastern and Western, and zeitgeist of science, engineering and technology. In doing so, it elucidates the mirroring, weighing, internalization, contextualization, localization, and modernization conversion mechanism of ethical philosophy resources in science education. By employing ethics as the internal factor and developmental driving force of SET ethics education, this study contributes to filling the void in systematic research in this area. Additionally, it strengthens the theoretical and philosophical foundation of SET ethics education, thereby enhancing its connotative development.</p>