Purpose -The purpose of this paper is to show a practical case of dialogic web-based learning that has provided a set of questions analysing two complex technological projects in "southern" countries with effects on multicultural equity. Design/methodology/approach -Structured online review processes in multicultural and systems science curricula allow for high density of literature-based reflection and analysis. Findings -The entirety of the set of over 50 questions developed by the proposed web-based dialogic procedure represents a starting point for an in-depth assessment of the effects of deploying "northern" technology in "southern" countries.Research limitations/implications -The present case study concentrates on energy technology, notably on two hydroelectric plants presently under construction in Ilısu, Turkey, and Belo Monte, Brazil. Practical implications -The multitude of questions calls for complex technological construction projects that have to undertake sound interdisciplinary in-depth analysis of technological, environmental, economic, cultural and social consequences in order to secure a necessary level of economic, environmental and social sustainability. Social implications -Application of widely accepted planning tools such as technology assessment, environmental impact assessment and strategic environmental assessment are useful but have to be complemented by analogous tools at a cultural and social level. Originality/value -This case study operates through questioning, largely in the Socratic tradition. Questions may trigger a broad discussion process within civil societies -which is the intention of the present text.
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