“…The latter group of studies have covered, for example, the integration of macroethical issues through case studies 29 , role play 30 , design work 31 , creative writing 32 , and more traditional modes of content delivery such as readings, lectures, and discussion 33 . More specifically, Bielefeldt has shown that integrating sustainability and ethics modules into first year engineering courses can increase student identification with these concepts, including the social dimensions of sustainability 34,35 . Nonetheless, while understanding stakeholder perspectives and socio-technical system complexity is often a component of these activities and courses 36 , there is very little fine-grained analysis of how stakeholder value mapping exercises can influence engineering student's appreciation of stakeholder diversity and socio-technical system complexity.…”