TY - GEN
T1 - Attending to care in responsible and innovative design Devices for teaching care ethics in Engineering Ethics Education
AU - Nolan, M.
AU - Mahé, S.
AU - de Andrade, M. O.
AU - Barakat, N.
AU - Chance, S.
AU - Durán, S.
AU - Fujiki, A.
AU - Gwynne-Evans, A.
AU - Hitt, S. J.
AU - Al Kakoun, N.
AU - Kjelsberg, R.
AU - Leão, C. P.
AU - Lönngren, J.
AU - Makramalla, M.
AU - Shaw, C.
AU - Takehara, S.
AU - Tebeanu, A. V.
AU - Toboșaru, M.
AU - Martin, D. A.
AU - Villanueva, I.
N1 - Publisher Copyright:
© SEFI 2025.All rights reserved.
PY - 2025
Y1 - 2025
N2 - Traditional engineering education has often prioritised technical problem-solving over relational, ethical, and holistic concerns. Recent work, including The Routledge International Handbook of Engineering Ethics Education, and seminal studies integrating qualitative data in experience-centered design highlight the need for more intentional integration of relational ethics and emotional awareness into engineering curricula. In response, this workshop introduces the Design Thinking with Care framework, developed by the facilitator. Design thinking is increasingly used in engineering education and widely adopted in innovation practices. The framework maps Joan Tronto's phases of care - Attentiveness (caring about), Responsibility (taking care of), Competence (care giving), Responsiveness (care receiving), and Solidarity (caring with), onto the traditional stages of design thinking: Empathise, Define, Ideate, Prototype, and Test. The aim is to embed care-centered values more explicitly into design thinking stages. This session focuses on the first stage of design: combining the Empathise stage of design thinking with Tronto's Caring About (attentiveness). Drawing on Jutta Treviranus' Inclusive Design principles, participants will complete an Inclusive Design Mapping exercise followed by a structured reflection on care, inclusion, and relational design priorities. Through structured and interactive reflection, the workshop invites participants to notice lived experience, marginalisation, and exclusion, offering a starting point for cultivating methodically a relational and ethically aware approach to both design and pedagogy. It aims to spark small shifts in engineering education practices that can lead to broader ripple effects in the wider community, fostering care-based, inclusive thinking in engineering education and beyond. Participants will learn teaching devices to develop a transversal competence in engineering and ethics.
AB - Traditional engineering education has often prioritised technical problem-solving over relational, ethical, and holistic concerns. Recent work, including The Routledge International Handbook of Engineering Ethics Education, and seminal studies integrating qualitative data in experience-centered design highlight the need for more intentional integration of relational ethics and emotional awareness into engineering curricula. In response, this workshop introduces the Design Thinking with Care framework, developed by the facilitator. Design thinking is increasingly used in engineering education and widely adopted in innovation practices. The framework maps Joan Tronto's phases of care - Attentiveness (caring about), Responsibility (taking care of), Competence (care giving), Responsiveness (care receiving), and Solidarity (caring with), onto the traditional stages of design thinking: Empathise, Define, Ideate, Prototype, and Test. The aim is to embed care-centered values more explicitly into design thinking stages. This session focuses on the first stage of design: combining the Empathise stage of design thinking with Tronto's Caring About (attentiveness). Drawing on Jutta Treviranus' Inclusive Design principles, participants will complete an Inclusive Design Mapping exercise followed by a structured reflection on care, inclusion, and relational design priorities. Through structured and interactive reflection, the workshop invites participants to notice lived experience, marginalisation, and exclusion, offering a starting point for cultivating methodically a relational and ethically aware approach to both design and pedagogy. It aims to spark small shifts in engineering education practices that can lead to broader ripple effects in the wider community, fostering care-based, inclusive thinking in engineering education and beyond. Participants will learn teaching devices to develop a transversal competence in engineering and ethics.
KW - Care Ethics
KW - Design Thinking with Care
KW - Engineering Ethics Education
KW - Experience-centered Engineering
KW - Inclusive Design
UR - https://www.scopus.com/pages/publications/105031555494
U2 - 10.5281/zenodo.17631744
DO - 10.5281/zenodo.17631744
M3 - Conference contribution
AN - SCOPUS:105031555494
T3 - SEFI 2025 - 53rd Annual Conference of the European Society for Engineering Education: Engineering and Society, Proceedings
SP - 2164
EP - 2171
BT - SEFI 2025 - 53rd Annual Conference of the European Society for Engineering Education
A2 - Kangaslampi, Riikka
A2 - Langie, Greet
A2 - J�rvinen, Hannu-Matti
A2 - Nagy, Bal�zs
PB - European Society for Engineering Education (SEFI)
T2 - 53rd Annual Conference of the European Society for Engineering Education, SEFI 2025
Y2 - 15 September 2025 through 18 September 2025
ER -