Abstract

The paper explores the potential of using narrative centered pedagogies in Engineering Ethics Education (EEE), drawing insights from their successful application in nursing and business ethics education. While traditional methods in EEE focus on fostering moral reasoning through case study analysis and teaching ethical theories, increasingly, there is a need for fostering soft ethical skills, such as moral sensitivity and creativity, which, in turn, demand new teaching approaches. Initially developed for nursing ethics, narrative pedagogy emphasises understanding experiences through storytelling and dialogue, contrasting with the decision oriented focus of EEE. While narrative pedagogy allows for understanding stakeholders’ motivations, there is a gap in translating this understanding into ethical decisions, which engineering students must make. Drawing from a literature survey of the existing research in ethics education, the paper describes three kinds of narrative pedagogy to be used for EEE. Despite its theoretical potential, narrative pedagogy has not been deployed in EEE due to a lack of systematic research on its effectiveness. The paper calls for more experimentation and documented case studies in teaching to explore the potential narrative pedagogy in EEE. Without such experiments, the theoretical potential of narrative pedagogy in EEE may remain unproven