ABSTRACT
Chapter 1 is divided into two parts. The first part explores theories and concepts that shape ethics education on TI programmes, their interrelations, and the questions they raise for teaching, learning, and assessment. Readers are also invited to reflect on ways to break down ethics teaching into actionable components, from sensitisation to commitment beyond the programme of study, and on the affordances and limitations of learner- and teacher-centred frameworks to support ethics education. The second part places a spotlight on educators and ethical teaching practices in contemporary higher education settings, against a backdrop of neoliberalism. It explores practical actions and pedagogical frameworks to enhance equity and inclusivity in teaching, assessment, and feedback, and promotes critical engagement with a dominant paradigm of curriculum design (constructive alignment) in the context of ethics education. Throughout the chapter prompts for reflection and suggested activities accompany the discussion.
