[2024] BSE Vienna

BEST Symposia on Education

Vienna 2024

“Escaping

Barbie's Dream World: Bringing responsible engineering into the Real World”

July 2024

Report of the BEST Symposia on Education Vienna “Escaping Barbie's Dream World: Bringing responsible engineering into the Real World” Produced by the Educational Involvement Department for the Board of European Students of Technology.

Authors

Angelos Kokkinis (University of Patras, Greece)

Felipe Garin (Polytechnic University of Valencia, Spain)

Teodor-Samuel Gherasim ( Technical University of Cluj-Napoca, Romania)

Shiva Madha (RWTH Aachen, Germany)

Preface

Board of European Students of Technology AISBL

The Board of European Students of Technology AISBL (BEST AISBL) is a constantly growing non-representative, apolitical and non-profit voluntary student organisation, whose vision is to empower diversity The purpose of BEST AISBL is to help European students of technology to become more internationally minded, by reaching a better understanding of European cultures and developing the capacity to work on an international basis.

To empower diversity, BEST AISBL strives to develop students of technology through various core activities and services One of the three main core activities is Educational Involvement and the BSE is a service of it. Through the Educational Involvement Department, BEST AISBL strives to listen to the students’ ideas on what can be changed in their universities, study programmes and curricula. BEST AISBL is eager to be in close collaboration with the stakeholders of higher education, letting them know about innovative solutions, coming from the main receivers of education - students

BEST AISBL cooperates with several corporate, career support, project and university partners to provide its services.

BEST Symposia on Education

BEST Symposia on Education (BSE) were created to involve students in the process of educational improvement and raise their awareness about the possibility of students being involved in their education. Together with the other stakeholders involved directly or indirectly in educational matters, students discuss a variety of education-related topics. BEST AISBL counts on both participants of the event and stakeholders to provide insights on current educational matters most actively, in order to influence changes in education across Europe.

In a BEST Symposia on Education, participants are provided with the opportunity to express their thoughts on educational matters, which are then presented in events’ final reports Reports are used as a resource for writing papers on particular topics, typically submitted and presented in scientific conferences dealing with Higher Educational matters, thus making students’ voices heard.

BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

BEST Symposia on Education Vienna 2024

Purpose

The purpose of the BEST Symposium on Education (BSE) with the theme "Responsible Engineering" is to inspire and equip future engineers with the skills, insights, and ethical foundations needed to tackle global challenges with accountability In an era where technological advances influence every aspect of society, engineers play a critical role in designing solutions that not only push the boundaries of innovation but also align with values of sustainability, inclusivity, and ethical integrity

This symposium brings together educators, industry leaders, researchers, and students to explore the evolving responsibilities of engineers in the 21st century. Through discussions on topics such as ethical AI, sustainable development, inclusive design, and engineering codes of ethics, the BSE aims to foster a deeper understanding of how responsible engineering can drive positive societal impact. Attendees are encouraged to consider both the immediate and long-term consequences of their work, empowering them to make decisions that prioritise humanity, environmental stewardship, and global welfare in their engineering practices.

By bridging technical knowledge with ethical awareness, the BSE strives to create a generation of engineers who are not only skilled but also mindful of their responsibility to society and the world at large.

Content Team

Through rigorous literature study , the content team of 4 amazing Kens from BEST AISBL designed the sessions for the BSE Vienna 2024 Their contact information is shown below

Participants

A total of 23 students of technology were engaged in the sessions of BSE Vienna. Their personal data is shown in Table 1

University

Bogazici University Turkey

Istanbul Technical University (ITU) Turkey

National Institute of Applied Sciences of Lyon Spain

National Technical University of Athens Greece

Politecnico di Milano Italy

Polytechnic of Turin Italy

Technical University of Catalonia Spain

Transilvania University of Brasov Romania

University of Belgrade Serbia

University of Manitoba Canada

University of Novi Sad Serbia

University of Novi Sad Serbia

University of Novi Sad Serbia

University of Patras Greece

University of Porto Portugal

University of Porto Portugal

University of Porto Portugal

University of Porto Portugal

University of Valladolid Spain

University of Zagreb Croatia

Wroclaw University of Science and Technology Poland

Yildiz Technical University Turkey

Yildiz Technical University Turkey

Nationality

Table 1 List of participants’ details; university and nationality

Demographics

Country wise

Study wise

Age wise

The participants were divided into the following diverse teams to cater intercultural collaboration among them The division is shown in Table 2

Serbian

Portuguese

Turkish

Italian

Greek

Canadian

Table 2 Teams’ division

BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

Acknowledgements

We would like to extend our heartfelt gratitude to everyone involved in the successful organisation and participation in the Best Symposium on Education (BSE) Vienna

A special thanks to Dr. Lisa Sigl and Assistant Prof. Dr.techn. Katta Spiel from Vienna University of Technology for their invaluable contributions to the symposium content and discussions, helping frame critical topics in responsible engineering. Their presentations were pivotal in setting the tone for meaningful discourse on how engineers can address global challenges responsibly. We also extend our sincere appreciation to Andreas Blumauer from the Semantic Web Company and Gabriel Sperrer, co-founder of Float, for their insights and support. Their perspectives enriched our understanding of responsible design and AI in today’s complex technological landscape.

Finally, a token of thanks to SEFI delegate Mircea Tobosaru from Politehnica University of Bucharest. His session, "Coding Ethics for Engineering," highlighted the importance of critical ethical thinking in engineering, aligning technological solutions with societal values and the UN’s Sustainable Development Goals. His focus on bridging philosophy and engineering ethics resonated deeply, reinforcing the essential role ethics plays in the future of engineering

This symposium would not have been possible without the efforts of the BEST Vienna, who ensured everything ran smoothly, and the engaged participation from all attendees We would also like to extend our personal gratitude and acknowledgement to the Core Team mentioned below,

Main Organisers : Ketrin Taleska and Julia Farnicka

Socials : Marta Perun

Participants : Hanna Lea Kumhera and Ondrej Vana

Logistics Responsible: Otto Winter

Graphics Responsible: Tala El Mouassarani

Food Responsible: Roberta Kleedorfer

Fundraising Responsible: Christoph Voith

We are grateful for everyone’s commitment to advancing responsible engineering practices and look forward to continued collaboration in shaping the future of engineering education A special note of thanks to Ioana Linea from BEST Bucharest who gave us a hand in finishing this report on time.

Thank you all.

BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

Educational Involvement Department

BSE Vienna is a project initiated and conducted by the Educational Involvement Department of BEST. Through the Educational Involvement Department, BEST AISBL strives to make students' ideas, on what can be changed in their universities, study programs and curricula, heard

We would like to express their gratitude to all the people involved in the Educational Involvement Department

Educational Involvement Department Coordinator (2023 - 2024) Ariel Ediang

Educational Involvement Department Coordinator (2024 - 2025) Nadica Koloska

BOARD

Executive Summary

BEST Symposia on Education Vienna 2024

BSE Vienna 2024 took place from July 23 to July 29, 2024, in Vienna, Austria. This event brought together 20 technology students from diverse backgrounds, providing them with a platform to share insights and engage in discussions centred around the theme of Education for Sustainable Development. The symposium encouraged participants to explore the intersection of engineering and sustainability, fostering dialogue on how educational programs can better equip future engineers to tackle pressing global challenges responsibly.

The event’s design was informed by the recommendations of international institutions like UNESCO, alongside internal discussions within the Educational Involvement Department This collaborative planning process aimed to create an impactful experience focused on raising awareness of educational issues, gathering input from STEM students, and empowering them to voice their perspectives on sustainability in engineering education

Programme Schedule BOARD

Official Opening Day

The Official Opening Day of the BSE Vienna 2024 was a sub-activity that was held one day before the official activities of the event There, the participants of the BSE, as well as representatives from the Vienna University of Technology, the Engineering Industry and other NGOs participated in various activities such as keynotes, panel discussions and workshops.

Introduction to BEST Symposia on Education and Educational Involvement: The day began with an introduction to the BEST Symposia on Education by the organisers, setting the theme of “Responsible Engineering.” This session outlined the goals of the event and the importance of educational involvement in fostering responsible engineering practices It provided a context for the discussions and workshops that would follow, encouraging participants to actively engage with the ideas of ethical responsibility and social impact in engineering.

Workshop: Teaching Responsibility in Engineering Practices: This session focused on developing skills and competencies for “doing responsibility” in engineering practices. It engaged participants in exploring how responsibility can be integrated into engineering decisions, training them to assess the broader impacts of their technical work This workshop encouraged future engineers to think critically about the societal and environmental responsibilities tied to their profession

Workshop: Inclusive Design and Accessibility: The next session, titled “Designing for All Means Designing for No One,” challenged participants to rethink accessibility in design. Led by experts, the workshop explored the principles of universal design, emphasising the need to make engineering solutions accessible to diverse populations. Participants discussed and brainstormed strategies for inclusive design, recognizing that true inclusivity requires intentional, adaptable solutions

Session on Responsible AI and Generative Explainable AI (XAI): This session, led by Andreas Blumauer from the Semantic Web Company, delved into the ethics of artificial intelligence, focusing on generative AI and explainability Attendees examined how engineers can develop AI tools that are both innovative and ethically sound, ensuring transparency and accountability. Discussions covered the implications of AI on society and ways to achieve responsible AI that aligns with ethical principles

Global Responsibility of Engineers in the 21st Century: A presentation on “Global Responsibility on Engineers in the 21st Century” was given by Dr. Lisa Sigl and Assistant Prof. Dr techn Katta Spiel from Technische Universität Wien This session highlighted the evolving global responsibilities of engineers, particularly in addressing pressing issues like climate change, resource depletion, and social equity The speakers provided insight into how engineers must adapt to meet these challenges, reinforcing the concept of engineering as a profession with deep social responsibilities.

Panel Discussion on Responsible Engineering: The day concluded with a panel discussion moderated by Aggelos, a member of the BSE Vienna content team and BSE 2024 advisor The panel featured a diverse group of speakers, including Dr Lisa Sigl, Assistant Prof Dr techn Katta Spiel, Andreas Blumauer, Mircea Tobosaru from SEFI, Shiva (the BSE Vienna coordinator), and Tala from BEST Vienna This discussion emphasised the practical aspects of responsible engineering, with panellists sharing their experiences and ideas on how engineers can positively impact society The dialogue highlighted the need for cross-disciplinary collaboration, ethical integrity, and an awareness of global issues in engineering practice

This Official Opening Day provided a comprehensive introduction to responsible engineering, blending expert insights with interactive sessions to prepare participants for the symposium’s following days The sessions highlighted the importance of ethical, inclusive, and environmentally conscious engineering practices, setting a strong foundation for further exploration throughout the event

Official Activities

List of sessions

Besides the official opening, the list of sessions is as following,

1. Kenergy - Climate Fresk

2 Rise above : Ken’s Ethical Vision

3. Shine Bright : Ethics in Action with Ken

4. Ken’s Sublime safety game

5 Barbie LogiQ by Ken

6. From Ken’s Clunky Car to Barbie’s Broken Dream House

7 Beach off Adventures with Ken

8. The university Barbieland deserves

Methodology

The sessions designed by the Content Team of the BSE were developed with the intent to engage with the students rather than presenting a general case Therefore, various methods of facilitation were used during sessions which are summarised below.

● Discussion Groups

● Debates

● Brainstorming

● Knowledge mapping

● Causal Analysis

● 25/10 Crowdsourcing

● World Café

● Dynamic team collaboration

BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

Sessions

The theme of BSE Vienna 2024 was Responsible Engineering. This event tries to shed light on the current state of responsible engineering education in Europe By investigating the implementation of responsible engineering practices and values in the existing curriculum, gathering students' opinions, and analysing the effectiveness of non-formal education activities, the event aims to create a comprehensive understanding of the strengths, weaknesses, and opportunities in fostering a culture of responsibility within the engineering student community.

The sessions were, as follows:

1. Kenergy - Climate Fresk

2. Rise above : Ken’s Ethical Vision

3. Shine Bright : Ethics in Action with Ken

4. Ken’s Sublime safety game

5. Barbie LogiQ by Ken

6. From Ken’s Clunky Car to Barbie’s Broken Dream House

7. Beach off Adventures with Ken

8. The university Barbieland deserves

Each of the sessions is reported in the following structure:

● Background;

● Methodology;

● Outcomes.

1. Kenergy - Climate Fresk

Facilitator: Shiva Madha

1.1. Background

Climate Fresk is an innovative, interactive workshop designed to raise awareness about climate change by educating participants on its causes, consequences, and scientific underpinnings. It is based on the findings of the Intergovernmental Panel on Climate Change (IPCC) and uses a collaborative, card-based game to help participants understand the complexities of climate science The process encourages both individual reflection and group discussion, making scientific knowledge more accessible and fostering collective action toward climate solutions.

In the context of Responsible Engineering, Climate Fresk aligns by emphasising the importance of sustainability and environmental responsibility in engineering practices Responsible engineering involves designing solutions that account for the long-term impact on the planet, prioritising energy efficiency, reducing carbon emissions, and utilising renewable resources. Climate Fresk encourages engineers to think critically about how their actions both professional and personal affect the climate and to integrate ecological considerations into their decision-making process, promoting a shift towards sustainable development and ethical engineering practices.

The workshop's collaborative nature also mirrors the cross-disciplinary teamwork required in responsible engineering, where students from different backgrounds must work together to address the global challenge of climate change

1.2. Methodology

Introduction and Objective Setting

Icebreaker Activity: The facilitator began with a quick icebreaker to help participants feel comfortable and engaged, followed by individual introductions.

Objective Explanation:Clearly explained the workshop's goal – to understand climate change mechanisms and their impacts through a collaborative activity The participants were encouraged to engage in discussions, problem-solving, and knowledge-sharing to build a visual representation of how these factors interconnect, highlighting the complexity of the issue

Overview of Climate Fresk: The facilitator provided a brief background on Climate Fresk as a scientifically validated educational tool that simplifies complex climate concepts.

Team Formation and Card Distribution

Small Group Formation: Participants were divided into 4 small diverse groups (5-6 people per group) to promote collaboration and ease of communication. These groups were consistent throughout this event.

Explanation of the Cards: The facilitator introduced the Climate Fresk cards, each representing a different component of the climate system or a factor contributing to climate change, such as greenhouse gas emissions, deforestation, and ocean acidification.

Step-by-Step Card Placement

The workshop (Fresk) consisted of creating a knowledge map through a series of 5 rounds in 4 different groups of 6 people each as mentioned above. This “Fresk” was split into 5 different rounds and a different set of cards (From the Climate Fresk Organisation) were handed out to each team at the beginning of the round and the participants were asked to arrange them in the order of cause and effect

Understanding Cause and Effect: The facilitator explained that participants would place cards on a large sheet (or virtual board) to represent cause-and-effect relationships.

Guided Exploration: The facilitator encouraged participants to start placing cards on the board, beginning with fundamental climate factors like "Human Activities" and working towards more complex effects (e.g., extreme weather events). There are no wrong answers but at the end of each round the participants were given some time to reflect on the arrangement of the cards and were checked by the facilitator to nudge the participants in the right direction However, no explicit instructions were given to keep each Fresk as distinctive as possible; a brief overview of the previous round and an introduction to the next round were provided in between the rounds The participants were allowed to ask any questions to the facilitators present in the room at any point of time

Hints and Cues: They were offered subtle hints as participants connected the cards, prompting them to think about logical sequences without directly solving the puzzle, thus enhancing learning and discovery

Discussion and Reflection on Relationships

Group Discussions: As groups connected the cards, the facilitator paused at intervals to prompt discussion, asking questions like, “Why do you think this connection exists?” or “How might this process impact other parts of the system?”

Deepening Understanding: They encouraged participants to think critically about complex relationships, such as how deforestation contributes to both habitat loss and greenhouse gas emissions

Highlighting Surprises and Misconceptions: The facilitator drew attention to any surprising connections or common misconceptions, fostering "aha" moments that deepened understanding

Creating the Final Climate Fresk

Review and Consensus-Building: After completing their initial Fresk layout, each group reviewed and refined it based on group consensus and facilitator feedback.

Linking Feedback Loops: The facilitator introduced feedback loops (e g , how warming oceans increase methane release, which accelerates warming), explaining their amplifying effects on the climate system.

Visual Highlighting: Participants used markers or symbols to visually emphasise critical links and feedback loops, making the Fresk an interactive and memorable visual.

Debrief and Reflection on Personal Impact

Personal Reflection: The facilitator led a reflective discussion on how participants felt about what they had learned, linking the scientific understanding to personal responsibility and actions.

Open Questions: They prompted open-ended questions like, “How does this change your view on climate actions?” or “What steps can we take individually and collectively to address these issues?”

Group Summary and Insights: Each group shared insights with the larger group, discussing key takeaways and proposed actions they felt were most impactful.

Wrap-Up and Commitment to Action

Summarising Key Points: The facilitator recapped the main concepts covered, emphasising the interconnectedness of climate factors.

Action-Oriented Discussion: They encouraged participants to brainstorm actionable steps they could implement in their lives or workplaces to contribute to climate solutions

Closing and Appreciation: The session was concluded with a fun activity to express their emotional state from a pictorial representation followed by a brief introduction to the Kubler Ross change curve and how every participant can assess their own state when they find

themselves in any change process. The facilitator thanked participants for their engagement, distributing additional resources on climate science and sustainability for continued learning

1.3. Outcomes

Creating a knowledge map as intended by the Climate Fresk

The final “cause-effect fresk” after arrangement of all the cards on the table should be distinguishable into 7 categories as follows,

● Human Activities that emit GHGs (Green-house gases)

● Climate change due to human activities

● Primary impacts of climate change

● Extreme weather events

● Impact on oceans, health and biodiversity crises

● Risk of runaway greenhouse effect

● Consequences for Humanity

The cards of each category from 2-6 could be placed in any order as long as they are linked by the connectors in the right order. A sample example can be found here . All the teams have arranged the cards as expected

Group Presentations

A

B

2. Rise Above: Ken's Ethical Vision

Facilitator: Felipe Garin

2.1.

Background

In this session the participants were provided with different situations followed by a group discussion to gather inputs on how they perceive ethics to ultimately develop an action plan that defines how to judge each situation.

2.2. Methodology

The session on ethics was delivered using a structured methodology that engaged participants in a reflective and interactive exploration of ethical decision-making:

Introduction and Definition of Ethics: The session began with an open discussion, prompting participants to define ethics Responses highlighted diverse perspectives on ethics as beliefs, morals, rules, and organisational standards. This discussion encouraged participants to share their initial views and set the stage for deeper engagement

Interactive Game with Ethical Dilemmas: After establishing a foundational understanding, participants engaged in an interactive game where they were presented with ethical dilemmas (e g , scenarios involving characters like Miguel, Delia, Diego, Carlos, and Celia) Participants were asked to take a step forward or remain still based on their judgments about each scenario. This activity enabled participants to reflect on complex ethical choices and visibly indicate their positions

Discussion of Participants’ Decisions: Following each scenario, the facilitator led a group discussion, inviting participants to explain their choices. This allowed the group to debate different perspectives and analyse the ethical considerations of each situation For example, discussions on Miguel’s scenario of delivering faulty software and Carlos’s stance on reporting company faults led to varied insights on accountability and professional responsibility

Group Activity - Action Plan Presentation: The session included a collaborative activity where participants, divided into teams, devised action plans for managing ethical challenges. Each team had three minutes to present their action plan, which emphasised factors like legal versus ethical priorities, potential harm, and the importance of a democratic decision-making process Teams discussed critical questions, such as “Does it harm a person, company, or environment?” and “Am I putting myself first?” to critically assess ethical situations

Reflection and Cultural Perspective: In conclusion, participants reflected on what they had learned during the session, noting insights into cultural differences in ethical perspectives. Participants from Canada and Europe highlighted contrasting views, fostering a deeper appreciation for the role of cultural context in shaping ethical beliefs and decisions.

This methodology effectively combined personal reflection, interactive engagement, and group discussion, enabling participants to broaden their understanding of ethical decision-making across various contexts

2.3. Outcomes

The session on ethics produced several meaningful outcomes that enhanced participants' understanding of ethical decision-making:

Expanded Ethical Perspectives: Participants gained a broader understanding of ethics as a multifaceted concept influenced by personal, cultural, and organisational factors. The varied definitions and discussions highlighted that ethics could not be universally defined, as it often depends on situational context and individual beliefs.

Enhanced Critical Thinking in Ethical Dilemmas: Through the interactive scenarios, participants practised analysing and reacting to real-world ethical dilemmas This exercise improved their ability to identify and weigh consequences, consider stakeholder impacts, and assess accountability in complex situations.

Recognition of the Role of Culture: The reflection on cultural differences revealed how ethics is perceived and practised differently worldwide Participants from diverse backgrounds shared insights that underscored the impact of local norms, laws, and cultural values on ethical decision-making

Development of a Framework for Ethical Decision-Making: The collaborative action plan activity allowed teams to establish guiding questions and principles for making ethical decisions. This framework included factors like harm potential, prioritisation of collective over self-interest, and the importance of democratic, inclusive decision-making processes.

Increased Awareness of Legal vs. Ethical Conflicts: Participants discussed the tension between legal obligations and ethical responsibilities, understanding that legality does not always equate to ethicality. Many concluded that ethical decisions should consider both social and moral implications beyond mere compliance with legal standards.

Reflection on the Complexity of Ethical Judgments: Participants recognized that ethical decisions are rarely straightforward. They acknowledged the importance of context, the role of personal and organisational accountability, and the need for transparency when navigating ethical challenges

Personal Growth and Empathy for Diverse Viewpoints: Through dialogue and case discussions, participants developed empathy for others' perspectives, realising that ethical beliefs and decisions are influenced by personal experiences, professional roles, and regional norms. BOARD OF EUROPEAN

These outcomes collectively contributed to participants’ ability to make more thoughtful, culturally aware, and well-rounded ethical decisions in their personal and professional lives

3. Shine Bright: Ethics in Action with Ken

Facilitator: Teodor-Samuel Gherasim

3.1. Background

The participants were familiarised with common agreed-upon ethics and values in the engineering world found in various Codes of Ethics from outside of Europe. They then analysed the main differences between them and identified what cultural characteristics might cause them Having a thorough understanding through discussion the participants came up with some inclusive solutions.

3.2. Methodology

The participants were segregated into their preassigned teams and each of the teams were handed a Code of Ethics document These Codes of Ethics had different origins namely:

● Board of Engineers, Kenya;

● Institution of Engineers, Kolkata, India;

● ASCE (American Society of Civil Engineers);

● IEEE (Institute of Electrical and Electronics Engineers), USA;

Introduction

Explanation: The facilitator began by explaining the definitions of the concepts: ethics and ethical engineering Ethical engineering was presented as applying to 3 levels: micro-level (individual level), mezzo-level (organised group or company level) and macro-level (societal level) The facilitator then presented the purpose of the discussion: to compare and contrast ethical principles from various engineering codes across regions. The following discussions about Codes of Ethics were clarified to be mezzo-level and the main focus of the session.

Background Information: Provided a brief overview of ethics and ethical engineering, followed by a short description of the Codes of Ethics from Kenya, India, and the USA (ASCE and IEEE) so that all students had a baseline understanding They were tasked to analyse in the context of professional activity taking into account social, economical, political and technical contexts.

Team Discussions Using Supporting Questions

Explanation of Team Activity: The facilitator framed the discussion around ethical themes. Then the facilitator split the participants into 4 teams, each receiving one of the Codes of Ethics previously introduced. They were given supporting questions to guide them through the discussion.

Supporting Questions: The facilitator presented each theme with open-ended questions to stimulate critical thinking and focused comparison The supporting questions were:

● Can you identify which group of people the Code of Ethics addresses?

● What ethical principles can you identify in the Code of Ethics?

● How does it approach legal requirements?

● How does it approach professional work and employer-employee relationships?

● How are violations of the Code of Ethics handled?

● How is the Code of Ethics stance against plagiarism?

● What is the Code of Ethics stance on Confidentiality?

● What is the stance Code of Ethics has on Discrimination?

● How does the global position of the organisation impact what the Code of Ethics contains?

Cross-Team Interaction and Sharing

Team Presentations: After team discussions, each group shared their insights on the Code of Ethics they received, highlighting similarities and differences they observed among the codes

Facilitated Debate: The facilitator encouraged questions and gentle debate between teams, promoting an exchange of ideas and deeper exploration of the cultural context behind each ethical standard

Crowd Sourcing of Bold Ideas

Actions Brainstorming: The facilitator briefed an activity to generate bold ideas of actions that a technical university could take in order to encourage ethical behaviour in its students. Each of the participants had to write down a personal idea on an index card

Anonymous Voting: After the cards were written, each card received a score from 1-5 from 4 other random participants.

Most Valued Ideas: The ideas with the 5 biggest scores were read out loud and the participants were encouraged to shortly discuss their implementation

Wrap Up and Closing

The facilitator offered a short wrap up of the session.

3.3. Outcomes

Comparison of Codes of Ethics (CoEs)

By comparing the different Codes of Ethics, participants could identify the characteristics that could affect the usage of them in engineering communities across the globe: BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

Good Characteristics

● Conciseness - identified in India and IEEE CoEs

● Specificity

● A stance against plagiarism - IEEE, Kenya, ASCE

● A stance against bribery - India, IEEE, Kenya, ASCE

● A stance against harassment - IEEE

● A stance for confidentiality - India, IEEE, Kenya, ASCE

● A stance for sustainable engineering - IEEE

● A stance against discrimination - Kenya

● Focus on human rights (eg. safety, equality, health) - ASCE, IEEE

● Accountability of actions - IEEE

● Descriptions of ethical principles – All

Bad Characteristics

● Vagueness - All

● No sanctions for violating the CoE are defined - India, ASCE

● No stance against plagiarism - India

Improvement Points

● They need to be specific and oriented towards engineers

● More details required from IEEE CoE, as it is too short

● Insert informations about sanctions and consequences of not respecting the CoE

Other Observations

● There was an emphasis on not accepting bribes in the CoE from India more than in the other CoEs

● American CoEs (IEEE and ASCE) were shorter and more concise

BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

Ideas Generated

Participants were tasked with coming up with ideas and then anonymously voting on them The table below depicts the results: Idea Idea Description

1 Workshops on Ethics and Codes of Ethics for senior students, presented by graduates that are familiar with it

step - form a group of graduates

1 1 Disclaimer: This is a funny idea participants came up with Students should be more awake during classes Solution:

1 No classes before 9 am

2. More Red Bulls

3. Subway Surfers playing in the background

2 A day dedicated to dynamic activities that promotes a healthy discussion on Ethics. It needs to focus on exploring different perspectives. The day should include:

Food - students only show up if you have food Games - to make it less boring

Realism - talk about real world situations, that way it would resonate more with people You would care more about climate change if you learned about a specific situation where someone suffered directly from it.

Practice - give them hard projects to create in a group, so they get involved

- Create university stands to promote your day

3 Introduce ethics in the curriculum (at the beginning of the year) and ask students when doing a project to evaluate if what they are doing is ethical or not.

step - prepare the introductory course

4 Organise weekly conferences led by students where other students can freely talk and share ideas. The first step is to present a real life event and start talking about it (like BEST did)

5 A mandatory class that has a variety of important topics blended with a fun design project for teamwork. First step - present the idea to a professor or faculty dean

6 Give unethical real examples in class (starting with extremes and going to more “debatable” ones) to raise awareness on ethics

Create a course with an evaluation method Students must study it and 16

Quantitative Conclusions

Solutions by category

Average score

Other Outcomes

● Multiple opinions were expressed supporting that Ethical Engineering can be learned by analysing real-life scenarios engineers might face;

● Activities done with large groups of people like conferences, dedicated days, plays, workshops, movie nights were the most desired by the participants;

● The participants were supportive of the introduction of Ethics classes as part of engineering curriculums;

4. KENs' Sublime Safety Game

Facilitator: Shiva Madha and Aggelos Kokkinis

4.1. Background

This session was an interactive workshop designed to educate STEM on the critical importance of safety in the field of engineering. Over a two-hour session, participants engaged firstly in a team-based generic safety checklist challenge followed by a causal analysis that emphasise key engineering and social concepts, design principles, risk management, and ethical consideration based on historical case study

4.2. Methodology

This session was mainly divided into two parts. They are as follows

● Safety Checklist challenge

● Causal Analysis Workshop

4.2.1. Safety Checklist Challenge

Introduction and Objective Setting

Goal Explanation: The facilitator began by outlining the purpose of the activity, emphasising the importance of creating a generic safety checklist applicable to various engineering and operational scenarios.

Context Setting: Provided a brief overview of what constitutes a comprehensive safety checklist, including critical categories like equipment safety, emergency preparedness, and human factors

Brainstorming Session

Safety Categories Identification: Students were first guided to brainstorm the main categories for their safety checklist. Suggested categories included emergency equipment, environmental factors, maintenance, human factors, and operational protocols

Facilitator Guidance: The facilitator provided prompts to help students think through all aspects of safety, such as equipment quality, worker preparedness, and environmental influences

Checklist Development

Drafting the Checklist: Each group worked on developing checklist items for each of their identified categories. Students were encouraged to make items concise, specific, and easily actionable

Incorporating Real-World Contexts: The facilitator prompted students to think about different scenarios (e g , manufacturing, office environment, construction site) while developing their checklists to ensure applicability across different contexts

Finalization and Presentation

Refinement: Based on peer and facilitator feedback, groups refined their checklists to enhance their completeness and relevance

Presentation: Each group presented their final checklist to the rest of the participants This allowed all students to learn from different approaches and incorporate best practices into their understanding of safety standards.

Group Reflection and Key Takeaways

Reflection Session: The facilitator led a group reflection on the entire activity, prompting students to discuss challenges faced during checklist creation and the importance of having structured safety processes.

Learning Outcomes: Key learning outcomes were summarised, including the ability to think systematically about safety, the importance of emergency preparedness, and the value of peer collaboration in safety planning.

Wrap-Up and Practical Application

Practical Application Discussion: The facilitator concluded by discussing how the safety checklists could be applied in real-world contexts, encouraging students to use similar methods for assessing safety in their future careers.

Further Learning: Additional resources on safety standards and best practices were shared for students interested in deepening their understanding.

4.2.2. Causal Analysis Workshop

Introduction and Background

Objective: Briefly introduced the Chernobyl disaster and set the stage for the session

Activities:

○ The facilitator provided a high-level overview of the disaster, including key dates, major events, and consequences

○ The importance of causal analysis in identifying safety failures and preventing future incidents was explained

Document Review and Key Information Extraction

Objective: Familiarized students with the document provided on the Chernobyl disaster

Activities:

○ Students were divided into small groups and given a copy of the case study document

○ Each group read through the document and highlighted key points related to the incident, such as:

■ Design issues

■ Operational failures

■ Human errors

■ Regulatory shortcomings

○ Students discussed within their teams and identified 3–5 major factors they considered most relevant

Brainstorming and Category Identification

Objective: Helped students categorise factors contributing to the disaster.

Activities:

○ Each group identified potential categories (e g , Design Flaws, Operational Management, Human Factors, Maintenance, Regulatory Issues).

○ These categories were written on a whiteboard or flip chart, and the entire group briefly discussed them to ensure all relevant areas were covered

Developing the Causal Analysis (Fishbone Diagram)

Objective: Guided students in creating a Fishbone (Ishikawa) diagram based on their identified factors

Activities:

○ The facilitator demonstrated the structure of a Fishbone diagram on the whiteboard, with the main problem (Chernobyl Disaster) at the head

○ Each group was assigned one or more categories and listed relevant factors under each

○ Students were encouraged to think about interdependencies and whether any factors connected to multiple categories.

○ Once each group completed its category, they added it to the central diagram on the whiteboard.

Group Presentation and Discussion

Objective: Allowed students to present their findings and discuss insights with peers.

Activities:

○ Each group presented its portion of the Fishbone diagram, explaining the factors they identified and how these contributed to the disaster

○ After each presentation, students were invited to ask questions, fostering a collaborative learning environment

○ Additional insights on the broader implications of these factors in safety engineering and crisis management were discussed

Reflection and Summary

● Objective: Consolidated learning points and emphasised key takeaways on safety and causal analysis.

● Activities:

○ The facilitator recapped the main categories and root causes identified during the session.

○ The importance of rigorous safety protocols, effective communication, and thorough risk assessments was highlighted.

○ Students were encouraged to think about how similar analytical techniques could be applied to other engineering and safety scenarios

4.3. Outcomes

4.3.1. Safety Checklist

Team D: General Safety Considerations

Environmental and Situational Awareness:

○ Consideration of external factors like weather impacting the process.

○ Awareness of any potential dangers, including visibility of hazard signs

Safety Equipment and Procedures:

○ Ensuring safety equipment is in good condition and accessible to operators.

○ Testing equipment periodically to maintain safety standards

○ Availability of a disaster response plan and communication systems.

Risk Mitigation and Quality Control:

○ Focus on safe design and control measures to prevent hazards

○ Use of high-quality materials and pest control for a secure environment

Self-Assessment:

○ Emphasis on individual responsibility, including being mentally alert (e.g., “Am I sober enough?”)

Team B: Facility Safety Infrastructure

Emergency and Protection Systems:

○ Presence of fire alarms, safety exits, and protection equipment

○ Inclusion of gas sensors, ventilation, and emergency generators.

BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

Medical and First Aid:

○ Accessibility of first aid kits, defibrillators, and other medical equipment for immediate response to incidents

Maintenance and Surveillance:

○ Regular maintenance schedules to prevent equipment failures.

○ CCTV monitoring for enhanced security

Location-Specific Considerations:

○ Ensuring that emergency exits and equipment are strategically placed for quick access

Team A: Manufacturing and Operational Safety

Installation and Monitoring:

○ Guidelines for safe storage, proper installation, and protection of materials

○ Corrosion monitoring and protection against environmental impacts

Team Safety Practices:

o Implementation of a “buddy system” to ensure mutual checks among staff.

o Emphasis on qualified and trained personnel to prevent human error

Hazard Monitoring:

o Use of sensors for detecting gas, temperature, and pressure changes.

Emergency Preparedness:

○ Availability of emergency contact numbers and supplies

○ Fail-safe mechanisms and an incident action plan for structured response.

Team C: Engineering and Reliability Standards

Protocols and Standards:

o Adherence to emergency/security protocols and set energy limits

o Consistent testing, proper inspections, and material integrity checks

Sustainability and Accessibility:

o Consideration of sustainability, long-lasting materials, and maintenance ease. BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

o Accessibility factors, including financial, social, and physical aspects.

Health and Risk Awareness:

o Assessing health impacts, side effects, and risk factors for each project.

Focus on Reliability:

o Emphasis on creating durable, reliable designs that maintain safety over time

These checklists collectively cover a range of safety measures, from situational awareness and facility infrastructure to operational protocols and sustainability. They show a comprehensive approach to safety, integrating emergency preparedness, equipment maintenance, and environmental considerations.

Key Takeaways and Learning Outcomes of Checklist Activity

● The session resulted in enhanced awareness of safety from multiple perspectives, including equipment, environmental factors, human error, and emergency situations

● Students learned the importance of collaborative safety planning and received practice in thinking critically about how to prevent incidents through structured safety protocols

Causal Analysis Workshop

Team A : Chernobyl Nuclear Disaster - General Causes

Design Flaws: Identified the RBMK reactor's design flaw, particularly related to the control rods, which led to instability. The design flaw contributed to the explosion that blew the reactor lid off.

Safety and Test Regulations: Poorly designed safety tests and unstable conditions due to inadequate test protocols increased the risk

Operator Issues: The operators were new to the site and lacked appropriate training and protocols to handle the incident effectively.

Emergency Response: Delayed evacuation and inadequate international communication contributed to the disaster's impact.

BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

Training and Procedures: Highlighted the lack of engineering protocols and insufficient training as key factors in escalating the situation

Team B : Chernobyl Disaster - Focus on Key Shortcomings

Human Factors: Lack of knowledge and communication, with operators poorly informed and not trained for emergencies

Operational Management: Issues like delayed response and improper coordination during critical moments worsened the impact

Regulatory Shortcomings: Inefficient regulations and inadequate international safety standards contributed to the lack of preparedness

Construction and Maintenance: Poor construction methods and improper materials were pointed out, along with maintenance delays that compromised safety

Economic and Political Factors: Political pressures and a lack of resources were noted as major obstacles in addressing potential risks adequately.

BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

Team C : Chernobyl Nuclear Disaster - Regulation, Political, and Design Issues

Regulatory Failures: Highlighted inadequate regulations and political pressure that discouraged transparent communication and safety accountability.

Design Flaws: Mentioned lack of sufficient safety checks and issues with the reactor design, leading to inadequate handling of critical events.

Operational Supervision: Lack of supervision and weak emergency procedures led to the ineffective response during the disaster.

Aftermath: Noted the health crisis, displacement, and widespread contamination as consequences of the disaster, emphasising the need for better regulations and disaster management strategies

Team D : Imagine Dragon’s Chernobyl Disaster - Simplified Analysis

Material and Design Issues: Focused on the RBMK reactor's design flaws, particularly the instability of Reactor No. 4 and problems with the control rods.

Manpower and Operations: Highlighted inexperienced operators and insufficient training, which contributed to human error during the test.

Explosion and Immediate Impact: The "boom" symbol represents the critical explosion, stemming from both design flaws and operational instability.

Summary of the Ishikawa Diagrams

The Ishikawa diagrams presented a comprehensive analysis of the root causes of the Chernobyl nuclear disaster, covering multiple dimensions:

Design Flaws: All teams highlighted the RBMK reactor's intrinsic design flaws, particularly the issues with control rods and instability during low-power operations.

Human Factors: Emphasis was placed on operator inexperience, lack of training, and insufficient protocols, which led to incorrect actions during the safety test

Operational and Regulatory Failures: Teams identified poor decision-making, political pressure, and lack of appropriate safety standards and emergency protocols as major contributing factors

Delayed Emergency Response: There was a common theme of inadequate communication and delayed response, which worsened the aftermath of the explosion.

Overall Causal Analysis workshop Outcome

Each team’s analysis provided a unique perspective on the Chernobyl disaster, revealing how design, human error, management decisions, and regulatory shortcomings collectively contributed to the catastrophe. The session emphasised the importance of multifaceted safety protocols, rigorous training, proactive management, and transparent regulatory practices

As a result of the session, students gained a holistic understanding of the complex factors leading to high-stakes failures and reinforced the importance of a strong safety culture across all levels of operations in high-risk industries when provided with the right tools to analyze It was also observed that despite the unfamiliarity with the ishikawa diagrams different teams produced different results for the given case study.

5. Barbie LogiQ by Ken

Facilitator: Felipe Garin

5.1. Background

The AI ethics session began with a foundational overview, tracing the evolution of artificial intelligence from its philosophical roots to its present-day applications. The facilitators highlighted early theoretical contributions, such as Aristotle’s ideas on replicating human thought processes, which later influenced figures like Ramon Llull and Alan Turing. Turing's work, particularly his development of the Turing Test, established a framework for evaluating machine intelligence, setting a historical benchmark in the field.

Building on this background, the facilitators introduced major milestones in AI's progression, including achievements like IBM’s Deep Blue defeating chess champion Garry Kasparov This example illustrated how AI can surpass human abilities in specific, rule-based environments, demonstrating both AI’s capabilities and its inherent limitations. The session then moved on to describe different types of AI, including machine learning and deep learning, and their roles in shaping today’s AI landscape.

This historical and technical context provided participants with a strong foundation to discuss ethical issues, as they could now view AI not merely as an emerging tool but as a complex, evolving technology with far-reaching societal implications By setting this background, the facilitators prepared participants to critically engage with questions around AI’s role, responsible use, and the ethical considerations needed to navigate its integration into diverse areas of life

5.2. Methodology

The facilitators employed a structured methodology to guide participants through an engaging exploration of AI ethics, focusing on interactive learning, collaborative discussion, and critical reflection. The following approach was used to facilitate the session:

Introduction and Setting the Context

The facilitators began the session by introducing the topic of AI ethics with an overview of AI’s historical development and key milestones This provided context and helped participants understand the evolution of AI, from early philosophical ideas to modern-day applications.

Through a series of prompts, the facilitators encouraged participants to share their existing knowledge and personal experiences with AI, allowing everyone to reflect on their familiarity with AI technologies. This approach helped in establishing a shared foundation for the discussion.

Presentation on AI and Ethical Issues

Historical Background and Conceptual Foundations: The facilitators presented a brief history of AI, including Aristotle’s early philosophical thoughts, Ramon Llull’s contributions, and Alan Turing’s development of the Turing Test. This background set the stage for understanding AI’s potential and limitations

Modern AI Applications: The facilitators highlighted notable advancements, such as IBM’s Deep Blue and other AI applications, to showcase AI's rapid progression and real-world applications. This segment also covered the technical differences between machine learning and deep learning, helping participants understand the foundations of AI as a tool that can be both supervised and unsupervised

Group Discussions and Real-World Examples

The facilitators led a discussion on how AI is impacting participants' daily lives, including practical examples in education, healthcare, and professional environments. This allowed participants to contextualise AI within their own experiences and identify how it aids productivity, accessibility, and learning

By introducing thought-provoking questions about AI’s role in society, the facilitators encouraged participants to discuss the ethical implications of AI in different contexts, including education, professional settings, and personal use Each participant shared insights into the opportunities and challenges AI presents, fostering a diverse range of perspectives.

Interactive Activities and Group Work

Role-Based Group Activities: Participants were divided into groups, each assigned to focus on a specific aspect of AI’s impact These groups included:

● Pros of AI in Education and Professional Settings: Highlighting AI’s positive impact, such as enhanced learning and efficiency.

● Cons and Challenges of AI: Addressing potential job displacement, creativity concerns, and misinformation risks.

● Applications of AI: Exploring current uses of AI in various industries and daily life

● Ethical Issues: Discussing complex ethical dilemmas like bias, accountability, and intellectual property.

Flipchart Collaboration: Each group used a flipchart to document their findings on their assigned topic. After working in groups, they presented their insights to the larger group, sparking additional discussion and reflection.

Structured Debate on Ethics and Regulation

The facilitators guided a structured debate on the ethical use of AI and the need for regulatory oversight, using real-world analogies like the regulation of nuclear energy to frame the discussion. By posing open-ended questions, they prompted participants to consider the balance between innovation and control

Participants discussed the role of regulation in AI, sharing viewpoints on accountability, transparency, and the importance of human oversight in high-stakes AI applications. This part of the session encouraged critical thinking and allowed for deeper reflection on the role of policy in managing AI’s risks.

Closing Reflections and Consensus Building

In closing, the facilitators prompted participants to reflect on key takeaways from the discussion and articulate their personal views on responsible AI use This reflection allowed participants to consolidate their understanding and consider how they might apply ethical AI principles in their own lives and fields

The facilitators emphasised the importance of continuous ethical education and the need for ongoing dialogue about AI, urging participants to remain open to learning as AI technologies evolve

Methodological Outcomes

This structured approach fostered a collaborative environment, enabling participants to engage in meaningful discussion, gain a broad perspective on AI ethics, and critically assess the responsibilities of engineers and users alike. By incorporating a blend of presentations, group discussions, hands-on activities, and debate, the facilitators ensured that participants could actively explore ethical considerations, enhancing both comprehension and engagement.

5.3. Outcomes

Participants engaged in a dynamic exchange on AI’s origins, current applications, benefits, challenges, and ethical concerns, emphasising the importance of responsible engineering in the age of AI The following points capture the main discussions and outcomes:

Historical Context and Foundations of AI

The discussion began with an overview of AI’s conceptual roots, tracing back to ancient philosophers like Aristotle, who introduced early ideas of mimicking human thinking Contributions by historical figures such as Ramon Llull, who furthered Aristotle’s ideas, and Alan Turing, with his Turing Test, were noted as foundational. The Turing Test, designed to assess a machine's ability to exhibit intelligent behaviour indistinguishable from a human, remains a benchmark in AI development.

The group examined landmark achievements, including IBM’s Deep Blue defeating chess champion Garry Kasparov, symbolising AI’s leap in capability Yet, participants recognized that even advanced AI like Deep Blue operates within a specific, restricted domain rather than possessing a true understanding or general intelligence

Current Applications and Potential Benefits of AI

Educational Enrichment: AI's role in enhancing learning was widely acknowledged Participants discussed how AI offers personalised learning experiences through adaptive tutoring, assists with summarising complex concepts, and fosters immersive simulations via virtual and augmented reality In addition, AI tools provide students with ready access to information, which can support self-paced and diverse learning.

Professional Productivity: In professional settings, AI is increasingly used for tasks like language translation, anomaly detection, and data analysis, thus bridging communication gaps and increasing operational efficiency. Examples in healthcare highlighted AI’s ability to analyse vast data sets, prioritise urgent cases, and support diagnostic accuracy By automating repetitive or resource-intensive tasks, AI is freeing up human workers to engage in more strategic activities.

AI in Everyday Life: Beyond specialised fields, AI’s applications in daily tasks such as scheduling, personal assistance, content creation, and personalised recommendations were

noted for their convenience and time-saving benefits. Participants acknowledged AI’s expanding influence in sectors ranging from education and retail to healthcare and logistics

Challenges and Ethical Concerns Associated with AI

Job Displacement: A significant point of concern was AI’s impact on employment Many roles that involve repetitive tasks or data handling are at risk of automation, potentially leading to job loss Fields such as translation and data entry, once human-dominated, may see substantial AI-driven changes, pushing the job market towards STEM and technical roles This shift raises questions about workforce retraining and social support for displaced workers.

Creativity and Dependency: Participants debated AI’s limitations in fostering human creativity, noting that AI outputs are constrained by the data it’s trained on, lacking the unpredictability and originality of human thought. Concerns were raised about over-reliance on AI, where individuals might lose critical thinking and creative problem-solving skills, particularly if AI becomes a default solution.

Bias and Misinformation: A recurring topic was AI’s propensity to reflect and even amplify societal biases present in its training data For instance, bias in hiring algorithms and potential misinformation in generated content highlight the importance of transparency and bias mitigation. In critical areas like politics and journalism, AI’s influence could potentially distort information if unchecked

Ethical Considerations and Responsible AI Use

Regulatory Oversight: The idea of regulating AI similarly to nuclear technology was discussed, given AI’s far-reaching consequences. As AI continues to permeate industries and personal lives, clear regulatory frameworks that address ethical usage, data privacy, and accountability are essential. While regulation in AI research is emerging, it is yet to match the rapid pace of AI development

Transparency and Accountability: A central ethical concern was around attribution and accountability. AI's use in creative fields raises questions about intellectual property who owns AI-generated content, and how should creators be credited? In life-critical scenarios, such as autonomous vehicles or medical diagnoses, it’s crucial to define responsibility for AI-driven outcomes. Ethical AI use includes acknowledging its sources, limitations, and biases, thereby fostering trust

Human Control and Ethical AI Education: Participants emphasised the need for human oversight in AI applications, especially those involving moral or life-critical decisions. Educating the public and future generations on responsible AI use was highlighted as a proactive step to prevent misuse. Instead of discouraging young users, a balanced approach that teaches ethical and safe AI usage can help prepare them for a future where AI is prevalent

Conclusion: The Need for a Balanced Approach

The symposium underscored the dual nature of AI as both a powerful tool for advancement and a technology fraught with ethical complexities Participants recognized that AI’s value lies in its ability to augment human capabilities, not replace them. They emphasised that responsible AI engineering requires a balance between leveraging AI’s potential benefits and managing its inherent risks

The discussion closed with a consensus on the importance of fostering a culture of responsible AI use, transparency, and ongoing ethical reflection. Such an approach could help ensure that AI continues to serve humanity’s best interests while safeguarding against unintended consequences.

This session served as a foundation for further exploration into how society can address AI’s ethical implications thoughtfully and pragmatically, advocating for a future where AI’s transformative power is harnessed responsibly.

6. From Ken's Clunky Car to Barbie's Broken Dream House

Facilitators: Aggelos Kokkinis

6.1. Background

Planned obsolescence, the practice of designing products with a limited lifespan to encourage frequent replacements, poses ethical challenges in responsible engineering. While it may drive consumer demand and economic growth, it conflicts with the principles of sustainability, resource conservation, and long-term value creation that are central to responsible engineering. Engineers play a crucial role in designing durable, efficient, and upgradable products that minimise waste, reduce environmental impact, and conserve resources Emphasising circular economy principles and extending product life cycles align with responsible engineering, fostering innovation that benefits both consumers and the planet

6.2. Methodology

Introduction and Objective Setting

● Session Goal Explanation: The facilitator began by outlining the main objective of the session to explore the concept of planned obsolescence, particularly in the fashion industry, and to analyse its systemic causes, psychological influences, and environmental consequences.

BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

● Definition and Context: Provided an introduction to planned obsolescence, defining it as the strategy of deliberately designing products with a limited useful life, thus ensuring frequent consumption The context of fast fashion was used to exemplify this concept

Brainstorming on Key Themes

● Identifying Themes: The facilitator introduced the main themes: Systemic Causes, Perceived Obsolescence, Psychological Factors, Media Influence, and Consequences of Overconsumption. Each group was assigned a particular theme to focus on.

● Brainstorming Session: Each group was given time to brainstorm within their theme. Students discussed the causes of planned obsolescence, the role of media, the impact on consumer behaviour, and environmental consequences.

● Prompts from the Facilitator: To guide the brainstorming, the facilitator provided key questions such as:

○ What drives people to buy new clothing frequently?

○ How does social media influence our perception of "new"?

○ What are the hidden consequences of fast fashion for the environment and society?

Analysis and Chart Creation

● Creating Flipcharts: Each group translated their brainstorming session into a flipchart The facilitator provided supplies (large sheets, markers, sticky notes) to visualise their analysis

● Structuring the Flipchart:

○ Problem Identification: Groups began by identifying key problems related to planned obsolescence

○ Exploring Causes: They then detailed the underlying causes systemic, perceived, and psychological that led to the problem

○ Proposed Solutions: Finally, groups developed solutions, brainstorming ideas on how planned obsolescence could be mitigated in the fashion industry.

● Encouraging Creativity: Groups were encouraged to express themselves creatively on their flip charts using drawings, symbols, and colour to make their analysis more engaging

Peer Review and Feedback

● Gallery Walk: Groups placed their completed flipcharts around the room, and students participated in a gallery walk to review the other groups’ work.

● Feedback Session: Each group provided feedback on another group's flipchart, sharing observations and suggesting additions or modifications. The facilitator prompted

students to think about the practicality of the proposed solutions and the completeness of their analysis

Presentations and Discussion

● Group Presentations: Each group presented their flipchart to the entire class, explaining their analysis of the theme, the problems identified, the causes, and the solutions proposed

● Q&A and Discussion: After each presentation, the other groups were encouraged to ask questions, which facilitated a deeper discussion on the causes and potential solutions to planned obsolescence The facilitator asked guiding questions to stimulate debate and challenge assumptions (e.g., "Is reducing advertising truly feasible?" or "How can consumer behaviour be influenced at scale?")

Synthesis of Key Learnings

● Facilitator Summary: The facilitator summarised the key findings from all the groups, highlighting common themes such as social pressure, media influence, environmental impact, and ethical considerations in the fashion industry

● Connecting the Dots: The discussion connected different perspectives (systemic, individual, and media-driven) to emphasise how interconnected factors contribute to the cycle of planned obsolescence in fashion

Action Planning and Practical Application

● Solutions Brainstorming: As a collective group, the facilitator led a final brainstorming on practical ways students could contribute to combating planned obsolescence such as reducing their consumption of fast fashion, supporting second-hand stores, or advocating for more sustainable practices.

● Personal Pledges: Each student was encouraged to write down one personal pledge related to reducing their impact on fast fashion, reinforcing the practical application of the session’s learnings.

Wrap-Up and Reflection

Reflection Round: The facilitator asked each student to reflect on what they learned and how their perspective on fashion consumption may have changed. They shared their thoughts on what actions they could take to support sustainability

Next Steps and Takeaway: The facilitator provided resources on sustainable fashion, encouraged further reading, and left students with a key takeaway: that changing consumer behaviour and industry practices requires both individual choices and collective action.

6.3. Outcomes

Team A: Problems and Solutions in Planned Obsolescence (Fast Fashion)

● Identified Problems:

1. Systemic Issues:

■ New Trends: Fashion trends are heavily influenced by celebrities and social networks, leading to continuous shifts in what is considered desirable

■ Social Pressure: There is pressure on individuals from society to wear trendy, new clothes, driving higher consumption rates.

■ Marketing Influence: Companies invest significantly in advertising to create demand, exacerbating the issue of fast fashion.

2 Perceived Obsolescence:

■ Individual Style: Changes in personal style and individuality lead people to discard old clothing prematurely.

■ Quality and Wear: Clothing tends to get ripped or stained easily, encouraging the mindset of frequent replacement.

3 Durability Issues:

■ Material Quality: Poor quality of materials used in manufacturing contributes to short lifespans for clothing. Maintenance also plays a role; how well clothes are taken care of affects their longevity

4. Legal Concerns:

■ Cheap Labour: The use of cheap labour in developing countries is widespread, raising ethical issues

■ Environmental Impact: The environmental effects of cotton fields, chemical use in production, and the entire fast fashion industry are a significant problem.

■ Child Labour: Child labour practices remain prevalent in parts of the fashion supply chain

● Proposed Solutions:

1 Reducing Advertising Influence:

■ Decrease spending on advertising that drives demand for trendy clothes.

■ Increase public awareness and education on the benefits of slow fashion and sustainable consumption

■ Promote local clothing brands and support cultural sustainability.

2 Encouraging Personal Resilience:

■ Foster resilience among consumers to withstand social pressures to consume excessively

■ Promote buying high-quality, durable clothing for everyday wear and discourage frequent replacement of clothing worn less frequently.

3 Addressing Legal and Ethical Issues:

■ Prohibit child labour in supply chains.

■ Implement taxes on environmental waste to incentivize sustainable practices and hold brands accountable

Team B: Systemic and Perceived Issues in Fashion Consumption

● Systemic Issues:

○ Fashion cycles are driven by systemic influences such as media promotion and peer pressure, which compel people to buy new clothing regularly

○ Consumers are encouraged to keep up with the latest trends as a way to fit into social norms and expectations, which leads to overconsumption.

● Perceived Problems:

○ Media-driven ideals result in a sense of urgency and perceived obsolescence people replace clothes not because they are worn out, but because they are no longer trendy

○ The need to conform, along with the constant bombardment of new collections and styles, keeps consumers in a cycle of buying

● Proposed Solutions:

○ Awareness Campaigns: Promote awareness of the harmful impacts of overconsumption on the environment and society

○ Challenging the Status Quo: Educate consumers on why challenging fashion trends and avoiding unnecessary purchases is vital for the environment

○ Second-Hand Clothing: Encourage the use of second-hand items and extend the life of clothes through practices such as upcycling and proper care

Team C: Psychological Factors and Media Influence

● Psychological Factors:

○ Planned obsolescence in fashion is largely influenced by psychological needs:

■ Lack of Confidence: Consumers often purchase new items due to insecurities or lack of self-confidence

■ Attention and Social Pressure: People feel the need to “fit in” or gain social approval, leading to impulse buying

■ Impatience and Dopamine Rush: The desire for instant gratification and the excitement of acquiring new things drive frequent purchases

■ Media-Driven Aesthetics: Social media, particularly platforms that promote highly curated aesthetics, puts pressure on people to constantly update their wardrobes

● Media's Role:

○ Promoting Consumption: Media platforms use advertisements, social media posts, and influencer marketing to promote the illusion of choice while pushing for frequent consumption.

○ Shifting Values: The media encourages people to assign value to what they own and to constantly compare themselves to others, creating a cycle of perceived inadequacy

● Proposed Solutions:

○ Avoid Advertising: Individuals should avoid exposure to advertisements and be more discerning about the information they consume

○ Diversified Media Consumption: Encouraging people to broaden their sources of information and think critically about what they see to reduce the impact of media-driven consumerism.

○ Questioning the Culture of Consumption: Challenge the cultural obsession with keeping up with trends and consumer goods

Team D: Consequences of Excessive Clothing Consumption

● The Problem of "Barbie has too many Clothes":

○ This flipchart highlighted the cultural issues surrounding overconsumption in the fashion industry, using a playful reference to "Barbie" as a metaphor for excessive clothing acquisition.

● Root Causes:

○ Overproduction: The fast fashion industry pushes overproduction and overconsumption, with an emphasis on high turnover of fashion trends

○ Low-Quality Production: Producing large quantities of cheap, low-quality clothing makes items quickly disposable, adding to the problem of waste.

● Consequences:

○ Environmental Impact: Overproduction results in significant waste generation and resource depletion The industry is one of the major contributors to pollution

○ Unethical Labour: The production often involves unethical practices, such as child labour and unsafe working conditions

○ Waste and Disposal: The fast disposal culture results in landfills filled with barely worn clothing

● Proposed Solutions:

○ 3Rs Reduce, Reuse, Recycle: Emphasise the need for reducing consumption, reusing what we already own, and recycling clothing

○ Ethical Production: Support ethical production and promote transparency in the supply chain to ensure fair treatment of workers

○ Consumer Education: Educate consumers on sustainable practices and promote repairing rather than replacing clothing items.

○ Legislative Action: Advocate for policies that support sustainability, such as incentives for companies that engage in eco-friendly practices.

Overall Summary

The four flipcharts provided a thorough exploration of planned obsolescence in the fashion industry, with a focus on the influences that drive overconsumption and the resultant negative consequences. The analysis identified:

● Systemic Issues such as societal and media pressures, corporate marketing, and the constant introduction of new trends

● Psychological and Perceived Factors, including social pressure, lack of confidence, and the excitement associated with new purchases.

● Consequences ranging from environmental harm to unethical labour practices and cultural normalisation of disposability.

Proposed solutions emphasised reducing media influence, increasing consumer awareness, challenging societal norms, and supporting the adoption of sustainable practices, including high-quality production, ethical labour, and the 3Rs (Reduce, Reuse, Recycle). There was a strong call for legislative action to regulate waste, improve working conditions, and hold companies accountable for environmental and social impacts Overall, the content strongly encouraged both consumers and producers to shift towards a more sustainable and conscious approach to fashion

7. Beach Off Adventures with Ken

Facilitator: Teodor-Samuel Gherasim

7.1. Background

There are plenty of non-governmental organisations (NGOs) that have engineers as active members. NGOs are usually constrained by how many financial resources they are able to allocate for their activities Therefore, very impactful and financially efficient activities are sought after and have a higher chance of being implemented. Impact in the engineering world regarding Responsible Engineering can be achieved through such activities.

7.2. Methodology

Introduction and Explanation

Presentation link

Participants were presented situations of ethical usage of engineering in volunteering. They were then presented with the Sustainable Development Goals (SDGs) adopted by the United Nations The reason for presenting SDGs was to present them as an important source of funding for NGO activities

Workshop

Participants were split into teams and tasked with creating a project an NGO could implement that can positively impact and target specific SDGs of their choice.

World Cafe

After creating the projects, a World Cafe activity was held, in which participants went from project to project and shared feedback and improvement points for each of them.

7.3. Outcomes

Sustainability Goals Developments Discussion

Participants were asked about their familiarity with SDGs Some of their answers were:

● In Portugal they mentioned they were informed about SDGs through actions from their university.

● In Serbia there is no focus on sustainability, so they have not heard of it

● There were mentions of applications that can be working overnight and make money in some way for different causes One example was some applications from Samsung

● In Canada and Greece the participants were not aware of their existence, despite seeing actions around them that might relate to the goals.

● India has signed the Paris agreement and has been making many contributions towards the goals

Workshop and World Cafe

Team A

Problem tackled: Affordable and Clean Energy (SDG #7)

Solution identified:

Idea 1 - Nuclear Energy

Upon analysing nuclear energy according to the following table:

Pros

Cleaner than other energy sources

Cons

Is considered high risk in some situations

No CO2 release Nuclear waste disposal

Produces a lot of energy with very little amount of uranium fission

The following solution was elaborated:

● better education of nuclear engineers to prevent human errors in extracting nuclear energy

● international protection of nuclear power plants

Idea 2 - Bioenergy

BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

Upon analysing bioenergy according to the following table:

Pros Cons

Sustainable

Not much energy is produced

Clean Smell produced is unpleasant and unclean

Affordable Simple

The following solution was elaborated:

● Obtain waste product from universities and use the resulting compost to produce energy

Idea 3 - Wind energy

Upon analysing wind energy according to the following table:

Pros Cons

Safe

Bad for birds and other flying animals

No CO2 release Transportation problems (for large distances)

Affordable Deforestations

Easy to implement/build

The following solution was elaborated:

● Small-scale, on-site wind turbines near homes or universities Placement should be done through urban planning

Idea 4 - Solar Energy

Upon analysing solar energy according to the following table:

Unlimited energy potential

Affects migration of animals

Low efficiency

Cloudy weather

Short life span of solar panels

Hard to dispose of solar panels

The following solution was elaborated:

● Have outdoor lighting or street lights having solar panels to decrease energy costs

● Solar panels on university campuses and buildings

Idea 5 - Hydroelectric energy

Upon analysing hydroelectric energy according to the following table:

Pros

Big energy potential

Flooding in some areas

Clean Affects migration of fish

No CO2 release

The following solution was elaborated:

Drought is a risk

● Helping people to find new homes if they have a home in a flooded area

● Build small cities for them

Idea 6 - Geothermal energy

Upon analysing geothermal energy according to the following table: Pros

Replenishing

Expensive

Clean Very specific location

The following solution was elaborated:

● Scale geothermal power plants in order to achieve cost effectiveness

Idea 7 - Reducing Energy Consumption

Promotion of the following ideas:

● Using heating controls for homes and universities

● Upgrading heating systems

● Better home and university insulations

● Low energy lighting (using modern LEDs)

● Air conditioning efficiency (don’t turn off if you leave a room for a short time)

● Low carbon travel contribution (bicycles, trains etc )

● Reduce, Reuse, Recycle!

Team B

Problem tackled: World Hunger (SDG #2)

Solution identified: Leftovers Database

Create a database with leftover foods from restaurants. The restaurants report leftovers of the day and people in need will be informed of which food they can collect and where

Other possible solutions: water fountains everywhere, food warehouses, coffee shops redistributions, free food areas.

Team C

Problem tackled: Lack of collaboration between NGOs, non-optimal usage of resources (Contributing to SDGs #8 and #17)

Solution identified: Create a website to centralise information about NGOs Start from the EU and promote worldwide.

Goal of the solution: Creating a dynamic ecosystem where NGOs can:

- Network

- Exchange knowledge

- Share resources

- Tackle global problems more effectively

Timeline:

1 Initiation (6 months)

In this step:

- Collect data about NGOs

- Design the platform

2 Development (6 months)

In this step:

- Develop the platform

- Promote among other NGOs

3 Reporting (6 months)

BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

In this step:

- Promote among other NGOs

- Supervise and Report

Team:

- Project Manager

- PR Responsibilities

- Developers

- Accountant

- Ambassadors

Team D

Problem tackled: World Hunger (SDG #2)

Solution identified:

Idea 1

Organise events with food stands (possibly in university cafeterias) Add statistics next to every food item to raise awareness about their emissions, money expended etc. There are volunteers present to facilitate the discussion and present information They will also be asking for donations to contribute towards offering food to populations that lack it. Engineers can predict the food needed using technology (like AI). Show also statistics of help done.

Idea 2

BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

Construct a secure space with fridges for homeless people to get food from. People and Companies can donate food for them Volunteers are needed for cooking and running the place A software solution can be developed by engineers to keep track of all the food and their expiry dates. Homeless people can register in a database. To convince companies and people to donate food, tax reduction can be offered in exchange Priority to homeless people can be offered based on a poverty index

Idea 3

Use knowledge from food engineers to engineer highly nutritious food (like military rations)

8. The university Barbieland deserves

Facilitator: Shiva Madha

8.1.

Background

To brainstorm ideas for developing a strategic framework that incorporates Responsible Engineering into engineering education Participants engaged in collaborative activity to design a roadmap for curriculum reform, ensuring that future engineers are equipped with the knowledge and skills to uphold their professional responsibilities

8.2.

Methodology

The participants in 4 groups were briefed about the status-quo of the responsible engineering aspects incorporated in the engineering curriculum

Introduction and Objective Setting

● Session Goal Explanation: The facilitator began by outlining the purpose of the session, which was to collaboratively design a roadmap for a responsible engineering curriculum. This curriculum was to emphasise the integration of ethics, sustainability, and social responsibility alongside core technical competencies for a 6 semester Bachelor programme

● Background Context: Provided students with an overview of the current gaps in traditional engineering curricula, such as the lack of emphasis on ethics, community involvement, and sustainability The need for a more holistic engineering education was established.

● Dynamic Team Collaboration Context: The facilitator also informed participants that during the session, there would be team swaps to reflect real-life situations where personnel changes often influence ongoing projects. This element was included to encourage adaptability and collaborative continuity across teams

Brainstorming on Curriculum Components

● Identifying Key Themes: The facilitator introduced the key elements to consider while designing the curriculum: Core Technical Competencies, Ethics in Engineering, Sustainability, Community Engagement, Social Responsibility, and Personal Well-Being.

● Guiding Questions: The facilitator posed questions to help groups explore each aspect of the curriculum:

○ What foundational technical subjects should be covered ?

○ How and when should ethics be integrated into the curriculum?

○ How can the curriculum encourage students to consider their impact on society and the environment?

● Brainstorming Session: Each group spent time brainstorming potential components of the curriculum based on these key themes

Roadmap Design

● Defining Stages of Learning:

○ Groups were asked to break down the curriculum into stages that students would pass through during their academic journey This included foundational learning, real-world application, and specialised learning

● Creating a Roadmap on Flipcharts:

○ Groups used large flipcharts to draw out a "roadmap" for the curriculum, indicating each stage of the student’s academic journey.

○ Visual Representation: The facilitator encouraged creativity, suggesting that groups use symbols, arrows, and colours to depict different phases, components, and pathways on their roadmaps. This made the planning process engaging and accessible

○ Incorporating Milestones: Groups were also prompted to identify key milestones in the student’s journey, such as project-based learning experiences, community engagement activities, or ethical training sessions

Team Swapping and Adaptation

● First Team Swap:

○ After initial work on the curriculum roadmap, teams were asked to rotate clockwise to the next table and take over the work started by the adjacent team.

○ Assessment and Addition: Each team spent time understanding the existing work on the roadmap, adding their ideas and making changes to further develop the curriculum This activity required each team to adapt to a different vision, contribute constructively, and build on the work done by others

● Subsequent Rotations:

○ This process was repeated three times, with each team rotating clockwise to work on another team's roadmap during each iteration. Each time, the teams assessed the current state of the roadmap, expanded upon it, and adapted the vision according to their understanding

● Facilitator’s Intention:

○ The facilitator explained that the purpose of this exercise was to replicate real-life scenarios where teams and personnel frequently change during a project lifecycle It tested the teams' ability to adapt to and continue work initiated by others, maintaining the core mission while dealing with new perspectives and ideas. It also measured how participants reacted to rapid changes and shifts in project ownership

Returning to the Original Roadmap

● Final Team Reversion:

○ After three rotations, each team returned to their original roadmap They spent time evaluating the changes made by other groups, discussing whether the current version aligned with their initial vision

○ Team Reflection:

■ Teams expressed whether the modified roadmap still fit their intended structure and goals

■ They were also asked to speculate on the probable intentions of the intervening teams what goals or motivations might have led to the changes that were made.

■ This activity encouraged participants to understand and respect the contributions made by others, even when those contributions diverged from the original vision.

Collaborative Discussion and Peer Review

● Gallery Walk: After the final refinement, all roadmaps were displayed around the room, and students participated in a gallery walk to review the finished roadmaps

● Peer Feedback: During the gallery walk, participants were encouraged to leave sticky notes with questions, suggestions, or compliments on each other’s roadmaps This step fostered constructive feedback and allowed teams to reflect on different approaches.

Presentations and Group Discussions

● Group Presentations: Each group presented their final roadmap to the entire class, highlighting how it evolved through the process of team swapping, which changes they found beneficial, and which aspects deviated from their initial goals.

Synthesis and Reflection

● Identifying Common Themes: The facilitator led a group discussion to synthesise key components across all roadmaps Common themes were identified, such as the integration of ethics, the emphasis on community engagement, and sustainability.

● Reflective Questions: Participants reflected on how their experience of frequent team changes impacted their vision and ability to adapt. They discussed how this process mirrored real-life situations where team turnover often affects the continuity and final outcome of projects

Final Refinement and Consensus Building

● Consolidation of Ideas: The facilitator guided the class in consolidating the best elements from each group's roadmap into a final, unified version for a responsible engineering curriculum.

● Consensus Building: Through group discussion and voting, students reached a consensus on the most valuable components to include, emphasising the importance of resilience, adaptability, and shared ownership

Wrap-Up and Practical Application

● Takeaways and Insights: The facilitator concluded the session by summarising the importance of adaptability, ethical integration, and collaboration in engineering practice. The concept of continuity in project work, despite personnel changes, was highlighted as a critical aspect of real-world engineering

● Next Steps: Participants were encouraged to reflect on how they could bring similar ideas into their academic settings, advocating for a curriculum that is ethical, community-focused, and sustainable.

Summary of the Session's Methodological Outcomes:

● The session resulted in the creation of dynamic curriculum roadmaps, which evolved through multiple phases of team swapping and feedback

● The iterative nature of the exercise highlighted the importance of collaborative adaptation, requiring students to both add value and adapt to others' visions

● The methodology successfully simulated a real-world project environment, demonstrating how continuous personnel changes can impact the progression and realisation of a shared vision

This methodology ensured that participants gained an understanding of the complexities of designing an academic curriculum in a fluid and dynamic environment, where adaptation, collaboration, and resilience are crucial It promoted an appreciation for teamwork, flexibility, and the ability to maintain continuity and uphold values, even amid constant change.

7.3. Outcomes

The following are the outcomes from each roadmap,

Roadmap 1: Evolving Focus on Ethics, Sustainability, and Practical Application

Initial Elements:

○ Ethics and Responsibilities: Introduced as an essential component early in the curriculum, covering both basic ethical principles and real-life case studies to develop a deep understanding of ethical decision-making

○ Sustainability Module: Emphasised environmental awareness through a dedicated sustainability module, teaching students how to reduce their carbon footprints

○ Volunteering and Community Engagement: Encouraged students to participate in volunteering activities to foster a sense of social responsibility beyond the classroom

Changes Through Team Swapping:

○ New Additions: As other groups worked on the roadmap, there were significant additions related to integrating more hands-on experiences. For example, a module on real-world group projects was added to allow students to directly apply their learnings on community-based initiatives

○ Adaptations: The sequence of learning was slightly modified to include volunteering opportunities earlier in the curriculum to better prepare students for community impact during their final projects

Final Reflection:

○ Alignment with Initial Vision: The original team observed that while the core focus on ethics and sustainability remained intact, the additions enhanced the practical aspects of the curriculum, making it more application-oriented.

○ Understanding the Intent of Changes: The modifications indicated that subsequent teams prioritised experiential learning and practical engagement, ensuring that students learned how to act ethically in real-world scenarios

Roadmap 2: Integration of Foundational Skills, Ethics, and Adaptability

Initial Roadmap Highlights:

○ Core Academics: The curriculum started with foundational subjects such as mathematics, physics, and programming, ensuring strong technical skills.

○ Ethics and Social Responsibility: Introduced as a two-stage learning process beginning with ethical principles and culminating in their practical application in real-life engineering contexts.

○ Climate Impact Modules: Integrated modules focused on the climate and environmental impact of engineering, emphasising the need for sustainable solutions

Changes During Iterations:

○ New Emphases: During the team swapping phases, more emphasis was placed on mental well-being, with modules such as "find a therapist" added to highlight

the importance of resilience and mental health in a demanding engineering environment

○ New Projects Added: Specific projects were added to help students understand the intersection between socio-technological aspects and community needs, reflecting a broader perspective on how engineering impacts society

Final Reflection:

○ Alignment with Original Ideas: The original team found that while their core ethical and technical learning objectives were retained, the emphasis on mental well-being added an important, previously overlooked dimension to responsible engineering

○ Interpretation of Changes: The changes made by other teams indicated a shift toward a more holistic engineering education, one that recognized the importance of both technical skills and personal well-being

Roadmap 3: Shifting Emphasis on Community Engagement and Ethical Practice

Initial Focus:

○ Ethical Fundamentals: Ethics was positioned as a foundational element, ensuring that students learned to approach engineering with a sense of moral responsibility BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

○ Community Projects: Included community projects aimed at engaging with local needs and applying engineering solutions to social problems

○ Social and Technological Impact: Integrated modules that assessed the social and technological impact of engineering work.

Developments from Team Swapping:

○ Refinements: During the iterations, the subsequent teams refined the community engagement element to include more specific volunteering opportunities, such as internships that involved field experience in underserved areas.

○ Reordering Elements: The timeline of learning stages was altered to include the socio-technological impact assessment earlier in the curriculum, emphasising a need for students to develop an awareness of societal consequences before engaging in technical projects

Final Reflection:

○ Continuity and Change: The original team felt that the roadmap’s foundational focus on ethics remained, but the additions provided more depth in hands-on, community-centric learning.

○ Intent of the Changes: The subsequent teams seemed to prioritise real-life exposure and community connections, which helped ground the ethical lessons in more tangible experiences

Roadmap 4: Evolving Focus on Technical Expertise, Mental Health, and Ethical Integration

Initial Vision:

○ Foundational Academics: The initial roadmap included essential academic subjects like physics, mathematics, and engineering basics.

○ Introduction to Ethics: Early inclusion of ethics aimed to establish a strong foundation in ethical reasoning, followed by the application of these principles in real-life engineering scenarios

○ Complex Projects and Climate Responsibility: More advanced stages included complex projects related to sustainability and assessing the climate impact of engineering decisions

Modifications Through Team Swapping:

○ Mental Health and Personal Growth: During team rotations, the concept of mental health support, such as reminders to "find a therapist" or focus on well-being, was introduced, reflecting the importance of maintaining resilience during an engineering career

○ Project Complexity: Additional complexity was introduced in the final academic projects, with subsequent teams adding elements related to socio-technological aspects and cross-disciplinary teamwork, thus broadening the scope of engineering challenges addressed by students.

Final Reflection:

○ Alignment and Divergence: The original team found that the technical and ethical aspects remained central to the roadmap. However, the emphasis on mental health and adaptability was a welcome addition that better prepared students for the realities of engineering work.

○ Probable Intentions of Changes: The changes introduced during the iterations reflected a recognition of the importance of human resilience, adaptability, and understanding engineering as a discipline that impacts both society and individuals holistically

Overall Summary of the Roadmaps:

The four roadmaps provided a comprehensive and evolving approach to designing a responsible engineering curriculum for STEM students. Due to the team-swapping methodology, each roadmap transformed in unique ways that highlighted different dimensions of responsible engineering:

● Core Academic Skills and Ethics: Across all roadmaps, the importance of core technical skills and a deep understanding of ethics was maintained, setting a strong foundation for responsible engineering practice.

● Adaptations and Additions: The iterative team-swapping process introduced changes that reflected each group’s different priorities, such as:

○ Greater emphasis on community engagement through volunteering and field projects

○ The inclusion of mental health support to ensure the well-being of students as they navigate their demanding studies and prepare for real-world challenges.

○ A shift towards early integration of societal impact awareness, ensuring that students consider their impact on society from the beginning of their academic journey

● Holistic Approach: By the end of the session, the roadmaps emphasised a holistic curriculum that included not only technical proficiency and ethical reasoning but also community involvement, sustainability, and personal resilience The team-swapping exercise effectively simulated real-world scenarios of changing personnel, requiring students to adapt to others’ contributions while maintaining a unified, mission-driven approach to curriculum development

This iterative process provided valuable insights into the challenges of continuity in curriculum design amidst dynamic team compositions, demonstrating that adaptability, collaboration, and an openness to diverse perspectives are key to developing a well-rounded, responsible engineering curriculum.

9. Final Project Presentation

Facilitators: Aggelos Kokkinis, Felipe Garin, Teodor-Samuel Gherasim, Shiva Madha

The core objective was to refine the fundamental values that should characterise an engineer's professional conduct based on insight from previous sessions.

Project Description

Throughout the BEST Symposium on Education, participants have had the opportunity to address responsible engineering from various perspectives, including safety and reliability, ethics, values, climate considerations, and other topics to be covered in the coming days The Content Team requested a one-page infographic that outlines the essential skills an ideal responsible engineer should possess Additionally, participants were asked to submit a detailed document (a minimum of 8 pages in PDF format, using 12-point Times New Roman font) that elaborates on why these specific skills were chosen

Team Presentation Summary

Team A: "The Responsible Engineer

Lightbulb"

Image reference

Key Elements:

○ Ethical Practice: Ethics was highlighted as the starting point for responsible engineering, emphasising the need for commitment to community well-being and honesty

○ Reliability: Engineers must be reliable, ensuring that their designs and solutions are dependable and meet quality standards This is linked with accountability and consistency in their work.

○ Sustainability: The infographic stressed sustainable engineering practices, reducing environmental impact, and focusing on long-term solutions

○ Teamwork and Communication: Effective teamwork, good communication skills, and an inclusive mindset were considered key for responsible engineering Collaboration helps navigate complex engineering projects and brings diverse perspectives.

○ Personal Improvement and Empathy: There was an emphasis on personal development, empathy, and continuous learning. Engineers were encouraged to develop not only their technical skills but also their interpersonal qualities, ensuring they understand the societal impact of their actions.

Visual Metaphor: The lightbulb used in the infographic represented the idea of enlightenment and knowledge Each segment of the lightbulb symbolised a different aspect of responsible engineering, emphasising a balance between knowledge, ethical considerations, and personal growth

Team B: "Responsible Engineering Tree"

Image reference

Visual Representation: The infographic was presented in the form of a tree, with branches representing different skill sets, including Technical Skills, Team Skills, Other Skills, and Personal Skills.

Branches Overview:

○ Branch I: Technical Skills: Focused on core engineering skills like analytical abilities, problem-solving, and technical competence These skills are necessary for innovation and ensuring that engineering solutions are technically sound.

○ Branch II: Team Skills: Emphasised collaboration, adaptability, and teamwork, which are crucial for working effectively in multidisciplinary teams Skills like open-mindedness, effective communication, and reliability were highlighted as fundamental

BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

○ Branch III: Other Skills: This branch included soft skills such as versatility, empathy, and honesty It highlighted how these traits help in building better relationships, enhancing team dynamics, and addressing ethical issues collaboratively.

○ Branch IV: Personal Skills: Focused on qualities like integrity, honesty, and passion, which are foundational for being a responsible engineer. It also mentioned the importance of maintaining a sense of empathy and responsibility

Overall Insight: Team B's infographic showed the interconnectedness of various skill sets, emphasising that being a responsible engineer requires a combination of technical expertise, team collaboration, and personal qualities The visual of a tree implied growth, with these branches leading to well-rounded, responsible engineering practices.

Team C: "Responsible Engineering Skills"

Image reference

Innovative & Critical Thinking: This was seen as crucial for solving complex engineering problems efficiently, enhancing safety, and reducing environmental impact The emphasis was on continually improving engineering practices

Ethical Judgement and Cultural Competence: The infographic highlighted the importance of ethical decision-making, honesty, and minimising harm Engineers were encouraged to reflect on their own biases and understand different cultures, thereby promoting inclusivity and enhancing teamwork

Climate Awareness and Sustainability: Team C emphasised the importance of integrating sustainable practices into engineering, such as reducing carbon footprints, using eco-friendly materials, and designing energy-efficient systems Engineers should aim for green certifications and promote community awareness.

Interpersonal Skills: Effective communication, empathy, and team leadership were highlighted as crucial for managing complex projects and working effectively with diverse teams These skills ensure engineers can convey ideas clearly and work harmoniously with others.

Safety Awareness: Safety protocols, early risk identification, and emergency preparedness were presented as essential components for delivering reliable and ethical engineering solutions.

General Takeaway: Team C’s infographic provided a detailed overview of the key skills needed for responsible engineering, balancing technical competence, innovation, ethical reasoning, safety, and social awareness. The emphasis on climate awareness, cultural competence, and interpersonal skills reflects the multifaceted nature of responsible engineering

Team D: "How to Be a Responsible Engineer"

Image reference

Key Themes:

○ Ethics: Emphasised the importance of ethical judgement in engineering, highlighting honesty, transparency, and minimising societal harm. Ethics is considered foundational for responsible engineering

○ Accessibility and Team Communication: Highlighted the need for effective communication and inclusivity to ensure that engineering solutions are accessible to all Cultural competence, understanding different backgrounds, and ensuring equity were central themes.

○ Sustainability: Sustainability was emphasised as a core pillar, with key suggestions such as reducing carbon footprints and using eco-friendly materials.

○ Safety and Risk Management: There was a strong focus on safety protocols, managing risks, and preparedness for emergencies This ensures reliable engineering solutions that prioritise human well-being.

General Takeaways: Team D's roadmap incorporated both technical and interpersonal elements, focusing on ethics, sustainability, and accessibility to ensure that engineers not only excel in technical skills but also understand the impact of their decisions on society.

Overall Summary of the Infographics

The four infographics provided comprehensive insights into the skills and values required for responsible engineering. Across all the visual representations, several common themes emerged:

● Ethics and Honesty: Ethics was consistently highlighted as a fundamental pillar, with an emphasis on honesty, transparency, and minimising harm to society

● Teamwork and Interpersonal Skills: The ability to work effectively in teams, communicate well, and empathise with others was regarded as crucial Interpersonal skills like collaboration, adaptability, and reliability were seen as important for success in a multidisciplinary engineering environment

● Sustainability and Climate Awareness: Each infographic included sustainable practices and climate awareness as central to responsible engineering. Engineers are expected to consider the long-term environmental impact of their work and aim for eco-friendly solutions.

● Safety and Risk Management: Safety awareness, risk identification, and emergency preparedness were emphasised to ensure that engineering solutions are not only innovative but also reliable and ethically sound.

● Innovative and Critical Thinking: The value of critical thinking and innovation was a recurring theme, highlighting how responsible engineers need to develop creative solutions that also adhere to ethical and environmental standards

● Holistic Development: The integration of personal growth, mental well-being, and empathy with technical skills reflects the belief that responsible engineers are well-rounded individuals. This includes maintaining personal integrity, understanding cultural differences, and fostering a commitment to the community

The different visual metaphors used such as a tree, a lightbulb, and a branching diagram demonstrated the diversity of approaches to understanding and visualising responsible engineering. All teams highlighted the balance between technical competence, ethical awareness, and social responsibility, aiming to develop engineers who are not only skilled but also mindful of their societal and environmental impact.

Final Outcomes

Based on the observation of the infographics from the four teams, the most common skills and values identified for responsible engineering as seen in the graph above are:

Common Skills:

1 Ethical Judgement:

○ Ethical reasoning, honesty, and transparency were highlighted across all teams as essential skills for responsible engineers

2 Teamwork and Collaboration:

○ The ability to work effectively in a team environment, collaborate across disciplines, and value others’ contributions was emphasised by all teams

BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

3. Communication Skills:

○ Effective communication, both in technical and non-technical terms, was recognized as vital for responsible engineering practices

4. Technical Competence:

○ Strong foundational knowledge in technical skills, problem-solving abilities, and analytical thinking were identified as core engineering competencies.

5 Sustainability and Environmental Awareness:

○ Understanding the impact of engineering solutions on the environment and integrating sustainable practices into engineering design were seen as fundamental

6. Adaptability:

○ The ability to adapt to changing environments and being open to different perspectives were recognized as important values in engineering

7. Safety Awareness:

○ Skills related to safety protocols, risk management, and emergency preparedness were highlighted as important components of responsible engineering.

Common Values:

1. Integrity and Honesty:

○ Integrity, honesty, and adherence to ethical standards were values that all teams considered crucial for responsible engineers.

2. Empathy and Social Responsibility: BOARD OF EUROPEAN STUDENTS OF TECHNOLOGY AISBL

○ Empathy towards society, being aware of cultural differences, and understanding the broader social impact of engineering work were values emphasised by every team

3. Accountability and Reliability:

○ Being accountable for one’s actions, ensuring reliable outcomes, and consistently meeting quality standards were mentioned as key values for a responsible engineer

4 Commitment to Continuous Learning:

○ Commitment to personal growth, continuous learning, and self-improvement were considered essential to keep up with advancements and maintain responsibility in the field of engineering.

These skills and values reflect a holistic approach to responsible engineering, combining technical expertise with ethical grounding, sustainability awareness, and interpersonal qualities to address the complex demands of modern engineering practice The detailed reports and infographics can be found at the link below,

, Click here

Contact Us

For Comments and Suggestions

Shiva Madha

BSE Vienna 2024 Coordinator

Board of European Students of Technology AISBL

shiva madha@best-eu org

Nadica Koloska

Educational Involvement Department Coordinator 2024 - 2025

Board of European Students of Technology AISBL

nadica koloska@best-eu org

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Information

Homepage of BEST/Educational Involvement: www.best.eu.org/educationalInvolvement

Homepage of Local BEST Group Vienna: http://www best Vienna pl/