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An Integrative Review of Engineering Ethics Education at Delft University of Technology: Contexts, Assumptions, and Practices.

Engineering ethics education has undergone significant development across institutions worldwide over the last three decades. While earlier analyses have examined aspects of this development, few integrated accounts have traced the evolution of a leading institution’s approach to engineering ethics...

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Published in:Science & Engineering Ethics Vol. 32; no. 4; pp. 1 - 24
Main Authors: M. Phoenix, Daniel, Zhu, Qin, Gammon, Andrea, Clancy, Rockwell
Format: Article
Published: Springer Nature Aug2026
Online Access:View this record in EBSCOhost
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        atl: An Integrative Review of Engineering Ethics Education at Delft University of Technology: Contexts, Assumptions, and Practices.
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          M. Phoenix, Daniel
          Zhu, Qin
          Gammon, Andrea
          Clancy, Rockwell
        affil:
          https://ror.org/02smfhw86 Department of Engineering Education, Virginia Tech, Blacksburg, VA, USA
          https://ror.org/02e2c7k09 Faculty of Technology, Policy, & Management, Delft University of Technology, Delft, Netherlands
      sug:
      keyword:
        Case studies
        Engineering ethics
        Ethics education
        Historical context
        Instructional practices
        Theoretical assumptions
      ab: Engineering ethics education has undergone significant development across institutions worldwide over the last three decades. While earlier analyses have examined aspects of this development, few integrated accounts have traced the evolution of a leading institution’s approach to engineering ethics education across this period. This paper addresses this gap. It presents an integrative review of engineering ethics education at Delft University of Technology (TU Delft), one of Europe’s most influential institutions in this field. Drawing on peer-reviewed articles, books, book chapters, conference papers, and institutional documents published by TU Delft scholars over three decades, we trace the historical development of the institution’s approach, analyze its core theoretical assumptions and examine its learning goals and evolving pedagogical practices. The review identifies two distinct stages in the institution’s development. It reflects a deepening of learning goals and, most notably, a shift toward experiential and non-cognitive pedagogical approaches. These findings offer a reference point for discussing how ethics should be taught to engineers, how to integrate it into technical curricula, and which kinds of normative stances institutions should adopt in their ethics programs.
      pubtype: Academic Journal
      doctype: Article
      src: R
    language: English
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