Incorporating Social, Policy, and Ethical Considerations in Engineering and Design Education: an Examination of Barriers and Resources

Abstract

Abstract Within higher education, there are increasing calls for design-focused fields, such as engineering and urban planning, to incorporate social, policy, and ethical considerations into their courses to create and develop more responsible, society-minded designers to solve today’s complex societal issues. At the same time, not all instructors of design courses may feel equipped or comfortable engaging social, policy, and ethical considerations in their courses. Previous work has shown that engineering courses engage less with these considerations than other design fields. More perspectives are necessary to understand how instructors consider engaging these considerations and their motivations behind it. We present a survey of instructors regarding their curricular practices and goals as they relate to social, policy, and ethical considerations to understand the barriers, resources, and changes of these considerations in design education. Our results demonstrate there is an increased awareness for the need for this type of content that is promising for the future of engaging social, policy, and ethical considerations in design curriculum. However, for those instructors interested in including such considerations there are barriers such as the identifiable relevance, lack of time and educational materials inhibiting their inclusion. This can be supported by more educational resources, financial support, and prioritization in design education.