ABSTRACT
Engineering ethics education has undergone significant evolution over the past half-century. This evolution has included the deepening of methods such as case studies, proposed by pioneering handbooks on engineering ethics education and scholarly works in the field (see Harris et al., 1995; Herkert, 2005; Martin & Schinzinger, 1983; Whitbeck, 1995), alongside the emergence of innovative approaches that integrate arts and real-life partners into the classroom. Engineering ethics teaching today benefits from the groundwork laid by esteemed predecessors such as Charles Harris Jr., Michael Pritchard, Michael J. Rabins, Elaine Englehardt, Caroline Whitbeck, Vivien Weil, Michael Loui, Joe Herkert, Carl Mitcham, Michael Davis, Mike Martin, Ronald Schinzinger, and numerous other scholars and educators. This section provides a state-of-the-art perspective of diverse approaches to teaching ethics, aiming to inspire educators to enrich and expand these methods further. We take pride in inviting our readers to contemplate how ethics can be integrated into teaching, whether as a standalone subject or seamlessly woven throughout the curriculum.
