ABSTRACT
In a problem- and project-based learning (PBL) environment, students work with real-life problems that must be identified, characterized, analyzed, and formulated for problem-solving purposes. Ethical issues might occur in this problem design process as students work with authentic problems, analyzing the contexts and identifying the actors involved. This chapter elaborates on ethics embedded in a PBL environment, addressing the problem design process, problem types, and the relation to engineering ethics. Intended Learning Outcomes (ILOs) are examined for study regulations within engineering and science programs to identify enablers for ethics. Findings suggest that ethics are frequently embedded in the PBL curricula, most implicitly but some explicitly. The shift to a problem design framework to enhance ethical considerations has limitations, as one can question if students recognize the ethical dimensions of their work or relate ethical theory to practical applications. Purposeful consideration of these aspects can help educators ensure that students notice and learn from ethical topics embedded in or encountered as a result of PBL activities.
