Integrating Ethics in Engineering Education: Determinants and Pedagogical Strategies (#1725)

Authors

Ramos Zaga, Fernando

Abstract

In a world where technology is advancing at an exponential pace and constantly redefining the boundaries of what is possible, engineers are confronted with unprecedented ethical challenges. However, ethical training in engineering programs remains fragmented and inconsistent on a global scale, resulting in a concerning gap between technical competence and social responsibility. In this context, the objective of the present study is to analyze the integration of ethics into engineering education by examining the determinants that influence engineering students' ethical attitudes, with the aim of proposing pedagogical strategies that effectively promote ethical formation within engineering curricula. To this end, a systematic literature review was conducted using databases such as Web of Science, Scopus, and IEEE Xplore, employing a predefined set of keywords and applying inclusion and exclusion criteria. The findings indicate that demographic diversity, institutional culture, and the perceived divergence between techno-social aspects significantly influence students' ethical attitudes. Moreover, strategies such as experiential learning, stakeholder engagement, and case-based discussions contribute to enhancing ethical awareness and professional responsibility. Nevertheless, resistance to ethics education persists, particularly in topics related to diversity and inclusion. In conclusion, the study underscores the need for a holistic approach that balances technical competence with ethical considerations by addressing cultural and institutional barriers and incorporating social responsibility into curricula, ultimately preparing engineers to navigate the complex ethical challenges of their professional practice.