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Weaving responsibility into engineering education
Ramachandran, Vivek Roach, Kate Tilley, Emanuela
Ramachandran, Vivek
Roach, Kate
Tilley, Emanuela
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Editors
Date
2025
Educational Level
ISCED Level 5 Batchelor's or equivalent
ISCED Level 6 Master's or equivalent
ISCED Level 6 Master's or equivalent
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Engineering education faces mounting pressure to address accreditation requirements and prepare students to tackle complex societal and environmental challenges. Universities are responding by incorporating sustainability frameworks such as the United Nations Sustainable Development Goals (UNSDGs) and related Education for Sustainable Development (ESD) competencies into their curricula. Despite these efforts, there are significant gaps in the integration of sustainability and ethics into engineering courses, particularly in disciplinary content. This paper explores the challenges and opportunities of integrating Responsible Innovation (RI) - which includes ethics, sustainability, safety, and equity, diversity, and inclusion (EDI) - into "Scenarios," a one-week, project-based learning initiative within the Integrated Engineering Programme (IEP) at University College London (UCL). The IEP Scenarios are aimed at transcending the boundaries of modular learning and fostering individual students' skill development. The report provides an in-depth analysis of semi- structured interviews conducted with 22 Scenario Leads across seven engineering departments at UCL. These interviews explored the design, implementation, and assessment of Scenarios, including their alignment with the Accreditation of Higher Education Programmes 4th edition (AHEP4) framework. Key findings revealed several barriers, including a lack of motivation, time, and knowledge among faculty. Departmental resistance to prioritizing sustainability, coupled with constraints on resources and expertise, further hindered the explicit integration of responsible innovation topics. To address these challenges, the IEP proposes a three-tier support framework tailored to empower faculty in embedding RI into their Scenarios. The first tier involves clear signposting of SDGs through existing lecture content that aligns with Scenario learning objectives, minimising additional effort for faculty. The second tier provides curated toolkits and resources, offering practical strategies and case studies for incorporating sustainability and ethics into teaching. The third tier emphasizes seamless integration, including contextualised resources, curriculum development support, assessment design, and teaching hours dedicated to responsible innovation. By analysing the findings, this paper highlights the importance of approaches to engineering education embedded in care ethics -an ethical framework emphasizing empathy, relationships, and responsiveness -where sustainability and real-world contextualisation are woven throughout the curriculum. The integration of dedicated modules, experiential learning opportunities, and collaboration with external stakeholders enhances students' understanding of their professional responsibilities. Additionally, the IEP's scenario-based approach provides a replicable model for fostering critical transversal skills such as teamwork, communication, and project management alongside technical expertise. Ultimately, this research underscores the urgent need for higher education institutions to evolve their curricula to meet societal demands for sustainable and socially responsible engineering practices. By implementing structured support frameworks and leveraging proven methodologies, such as the IEP's Design and Professional Skills modules within employ the scenario-based learning approach, universities can better prepare future engineers to address global challenges. Most importantly, this paper offers actionable recommendations for embedding responsible innovation principles into engineering education in a context-specific manner.
Description
Keywords (free text)
project-based learning, accreditation requirements, experiential learning, engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering