Our current society expects engineers being socially responsible by deploying solutions that put social benefits and interest ahead other criteria. Diversity is without doubt a key issue to be addressed in this context. There are many examples of engineered products that have been conceived and tailored keeping in mind a stereotyped user who only fits a very specific type of person, chiefly middle aged white men. This situation has led to biased products that are not useful for more than half of their potential users. For this reason, the panel will focus on this topic and show some examples on how to integrate activities that contribute to open up our students perception about their role as engineers in terms of design for diversity and inclusion.

Besides, the Covid situation has accelerated the use of e- and blended learning concepts to a great extent. From an ethical perspective of learning, it should be ensured that as far as possible all learners are promoted -or at least not disadvantaged - by the use of digital concepts and media. However, it has not yet been clarified whether digital measures promote the learning success of all learners in the best possible way or whether certain groups (high-performing vs. low-performing students, female vs. male students, students with and without a migration background) benefit in particular or maybe more than others. The panel will raise the question of what ethical standards education must meet and what general factors influencing learning with digital media.

Finally, the panel will discuss about the International Engineering Benchmarks for Graduate Attributes and Professional Competencies for engineers of the future. Implementation of the Graduate Attributes and Professional competencies Framework has commenced and is expected to transform engineering education and practices with engineers who are inclusive and able to work effectively in diverse teams, think critically and thoughtfully about the impact of their work, considerate of broad ethical considerations and be committed to adapting to new technologies and pedagogies as well as lifelong learning.