This paper reports completed empirical studies of a larger, STEAM-driven endeavor that bridges two continents and several disciplines, highlighting the role of the technical communicator. The research questions revolve around whether, and to what degree, scenario-based ethics training is effective in helping chemists understand the expectations for responsible publication practice in chemistry, as defined by prestigious universities, professional organizations, and reputable journals. We build on previous studies of scenario-based ethics training. We identify possible next steps for research and training in global science ethics. Ultimately, by building empirical and theoretical knowledge about challenges to ethical behavior, we will be able to identify effective instructional methods for culturally-inclusive, validated ethics training.