Three European Experiences of Cocreating Ethical Solutions to Real-World Problems Through Challenge Based Learning

Enacting socio-technical responsibility through Challenge Based Learning in an Ethics and Data Analytics course

“…To address these challenges and encourage engineers to take their responsibilities to heart, engineering programmes need to familiarise students early with the features of a VUCA (Volatile, Uncertain, Complex and Ambiguous) problem, that requires a mix of socio-technical skills. Such ill-structured learning activities [43,45] can offer students a deeper exposure to ethics and enhance their motivation to engage with ethical topics ( [27,28,32,[39][40][41]). They can also contribute to students' awareness of the varied ethical situations they might encounter in their practice or the type of responsibilities they can take on in their profession [29].…”

“…Students were asked to apply and contextualise the data analysis skills they developed during a previous dedicated course to a real-life challenge. The "E3Challenge2" course built on the technical knowledge developed in a previous quartal for the "E3Challenge1" course, in order to further develop students' technical understanding of how and why data is generated and enhance their awareness about the constraints inherent to the data analysis process that are rooted in ethical considerations related to users, society and enterprise [32].…”