project, see www.ki-sigs.de, which is funded by the German Federal Ministry for Economic Affairs and Climate Action (BMWK) and involves several universities, research institutions and private companies in northern Germany. Researchers YP, SB and LP are employed through funding from the KI-SIGS project. Neither the funding agency nor the involved private companies have had any influence on the planning and design of this survey, the writing of the manuscript, or the publication process. This research was conducted while EP was at Universität zu Lübeck.

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Challenge-based learning (CBL) for engineering ethics tasks students with identifying ethical challenges in cooperation with an external partner, e.g., a technology company. As many best-practice parameters of such courses remain unclear, this contribution focuses on a teacher-centric introduction into deploying CBL for engineering ethics. Taking Goodlad’s curriculum typology as a point of departure, we discuss practical issues in devising, maintaining and evaluating CBL courses for engineering ethics both in terms of the temporal dimension (before, during and after the course) as well as in terms of the people involved. We will discuss selecting learning objectives, forms of knowledge acquisition, supporting self-organization, and fostering discursive etiquette, as well as cooperative, yet critical attitudes. Additionally, we will delve into strategic matters, e.g., ways to approach potential external partners and maintain fruitful cooperations.