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Quantitative analysis of existing literature is conducted to compare the textual features of ethics education in science and technology under the broad theme of ethics in science and technology. On this basis, the authors reveal the research hotspots and topic evolution in this field, and propose development suggestions in conjunction with the 5W theory.

In this paper, the authors visualize the graph and quantify the indicators in four aspects: time series, institutional collaboration, author co-authorship, and research hotspots.

Compared to ethics of science and technology, the research results in the field of ethics of science and technology education are limited. There is still room for improvement in the low density of cooperation between authors and institutions. The research themes are focused on theoretical discussions and countermeasure research. At present, the reform of ethics of science and technology is still in its infancy and has not yet formed a perfect system for education and personnel training. It is necessary for research on the ethical theory of technology to provide theoretical support.

In the context of sustainable development strategies, it is beneficial to explore the path of pedagogical optimization of ethics of science and technology in this study. This includes the maintenance of a good research environment and the realization of a healthy development in the field of science and technology.

With the growth and profound influence of technology on our life, it is important to address the ethical issues inherent to the development and deployment of technology. Researchers and practitioners submit the need to inspect: how technology and ethics interact, how ethical principles regulate technology and what could be the probable future course of action to execute techno-ethical practices in a socio-technical discourse effectively. To address the thoughts related to techno-ethics, the authors of the present study conducted exploratory research to understand the trend and relevance of technology ethics since its inception.

The study collected over 679 documents for the period 1990–2022 from the Scopus database. A quantitative approach of bibliometric analysis was conducted to study the pattern of authorship, publications, citations, prominent journals and contributors in the subject area. VOS viewer software was utilized to visualize and map academic performance in techno-ethics.

The findings revealed that the concept of techno-ethics is an emerging field and requires more investigation to harness its relevance with everchanging technology development. The data revealed substantial growth in the field of techno-ethics in humanities, social science and management domain in the last two decades. Also, most of the prominent cited references and documents in the database tend to cover the theme of Artificial Intelligence, Big data, computer ethics, morality, decision-making, IT ethics, human rights, responsibility and privacy.

The article provides a comprehensive overview of scientific production and main research trends in techno-ethics until 2022. The study is a pioneer in expanding the academic productivity and performance of embedding ethics in technology.

Purpose – Mainstream science, technology, and society (STS) scholars have shown little interest in engineering ethics, one going so far as to label engineering ethics activists as “shit shovelers.” Detachment from engineering ethics on the part of most STS scholars is related to a broader and long-standing split between the scholar-oriented and activist-oriented wings of STS. This chapter discusses the various STS “subcultures” and argues that the much-maligned activist STS subculture is far more likely than the mainstream scholar subculture to have a significant impact on engineering ethics education and practice.

Approach – The chapter builds on analyses of STS subcultures in research and education from the literature and identifies a similar set of subcultures for engineering ethics research and education.

Findings – Reconciliation of the STS subcultures will tap an activist tradition that already has strong ties (practical, historical, and theoretical) to engineering ethics research and education. Acknowledging that STS and engineering ethics each have legitimate, activist-oriented subcultures will position STS scholars and educators for providing needed insights to engineering activists and the engineering profession as a whole. STSers should recognize and appreciate that many engineering ethicists and engineering activists are concerned both with issues internal to the profession and broader social implications of technology.

Originality/value – The chapter presents an analysis of STS subcultures and their relationship to engineering ethics. As such, it will be of interest to STS scholars and engineering ethicists alike, as well as engineering ethics and STS educators.

The chapter presents the implementation of ethics education via challenge-based learning (CBL) in three European settings. At TU Eindhoven (the Netherlands), a mandatory first-year User, Society, and Enterprise course on the ethics and history of technology offers a CBL alternative on ethics and data analytics in collaboration with internal student and research teams. The University of Lübeck (Germany) initiated the project CREATE – Challenge-based Learning for Robotics Students by Engaging Start-Ups in Technology Ethics, which enables 60 students in Robotics and Autonomous Systems to integrate ethical and societal considerations into technological development processes, in cooperation with start-ups from a local accelerator. In Spain, CBI-Fusion Point brings together 40 students from business and law (ESADE), engineering and technology (Polytechnic University of Catalonia), and design (IED Barcelona Design University) for an innovation course focused on the application of CERN-developed technologies to real-world problems. The chapter documents the process of setting up three CBL courses that engage students with grand societal topics which require the integration of ethical concerns from the design stage of technological development. The authors also reflect on the challenges of teaching ethics via CBL and the lessons they learned by delivering experiential learning activities rooted in real-life challenges and contexts marked by high epistemic uncertainty. The contribution reflects the transition to remote teaching and presents strategies employed to enhance online communication and collaboration. The chapter thus provides guidance for instructors interested in teaching ethics via CBL and recommends further lines for action and research.

Extant and newly developing techniques and technologies generated by research in brain sciences are characteristically employed in clinical medicine. However, the increasing capabilities conferred by these approaches to access, assess and affect cognition, emotion and behavior render them viable and attractive for engagement beyond the clinical realm, in what are referred to as “dual-use” applications. Definitions of what constitutes dual-use research and applications can vary so as to include utilization in the public sector for lifestyle or wellness purposes – with growing participation of a do-it-yourself (i.e., biohacking) community, and an iterative interest and use in military and warfare operations. Such uses can pose risks to public safety, and challenge research ethics’ principled imperative for non-harm (although while complete avoidance of any harm may be in reality impossible, certainly any/all harms incurred should be minimized). Thus, it is important to both clarify the construct of dual-use brain research and address the ethical issues that such research fosters. This chapter provides a review and clarification of the concept of dual-use brain science, and describes how current and emerging tools and techniques of brain research are actually or potentially employed in settings that threaten public health and incur ethical concerns. Key ethical issues are addressed, and recommendations for ethical guidance of potentially dual-use research are proposed.

It is widely claimed that new developments in human genetics will be instrumental in shaping life over the next century. But how, exactly, might these technologies affect developed societies? Do technologies themselves shape society or are technologies such as genetic testing and engineering themselves shaped by social structures? This article looks at the need for futurists to consider the ethical dimensions of human genetics and critically reviews the bodies of thought in this area.

Weapons systems and platforms guided by Artificial Intelligence can be designed for greater autonomous decision-making with less real-time human control. Their performance will depend upon independent assessments about the relative benefits, burdens, threats, and risks involved with possible action or inaction. An ethical dimension to autonomous Artificial Intelligence (aAI) is therefore inescapable. The actual performance of aAI can be morally evaluated, and the guiding heuristics to aAI decision-making could incorporate adherence to ethical norms. Who shall be rightly held responsible for what happens if and when aAI commits immoral or illegal actions? Faulting aAI after misdeeds occur is not the same as holding it morally responsible, but that does not mean that a measure of moral responsibility cannot be programmed. We propose that aAI include a “Cooperating System” for participating in the communal ethos within NSID/military organizations.

The vision of robotics in the home promises increased convenience, comfort, companionship and greater security for users. The robot industry risks causing harm to users, being rejected by society at large or being regulated in overly prescriptive ways if robots are not developed in a socially responsible manner. The purpose of this paper is to explore some of the challenges and requirements for designing responsible domestic robots.

The paper examines definitions of robotics and the current commercial state of the art. In particular, it considers the emerging technological trends, such as smart homes, that are already embedding computational agents in the fabric of everyday life. The paper then explores the role of values in design, aligning with human computer interaction, and considers the importance of the home as a deployment setting for robots. The paper examines what responsibility in robotics means and draws lessons from past home information technologies. An exploratory pilot survey was conducted to understand user concerns about different aspects of domestic robots such as form, privacy and trust. The paper provides these findings, married with literature analysis from across technology law, computer ethics and computer science.

By drawing together both empirical observations and conceptual analysis, this paper concludes that user centric design is needed to create responsible domestic robotics in the future.

This multidisciplinary paper provides conceptual and empirical research from different domains to unpack the challenges of designing responsible domestic robotics. In doing this, the paper seeks to bridge the gap between the normative dimensions of how responsible robots should be built, and the practical dimensions of how people want to live with them in context.