Introducing ethical, social and environmental issues in ICT engineering degrees

Rafael Miñano, Celia Fernández Aller, Áurea Anguera, Eloy Portillo


This paper describes the experience of introducing ethical, social and environmental issues in undergraduate ICT engineering degrees at the Universidad Politécnica of Madrid. It is an example of both bottom-up and top-down approach, as it has been positively influenced by the European Higher Education Area framework and some external recommendations, plus the significant contribution regarding motivation, drive and previous experience of the teachers involved. The experience before the Bologna Process was concentrated on developing elective courses related on the field of the International Development Cooperation. The integration of those topics within the current engineering curricula, adapted to the European Higher Education Area framework, is being implemented in compulsory courses, elective activities and into Final Year Project. It implies a holistic and comprehensive approach, where appropriate contents, teaching methodologies and assessment methods have been adapted to deal with ethical, social and environmental issues in our academic context. Our work is still in progress and there are a lot of challenges to face, such as improving teaching methodologies, the assessment tools and the achievement of a broader implication of the faculty.


Engineering education, generic competences, social issues, sustainability, engineering ethics, development cooperation

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Licencia de Creative Commons 

This work is licensed under a Creative Commons Attribution 4.0 International License

Journal of Technology and Science Education, 2011-2022

Online ISSN: 2013-6374; Print ISSN: 2014-5349; DL: B-2000-2012

Publisher: OmniaScience