THE ROLE OF ETHICAL CHALLENGES OF ARTIFICIAL INTELLIGENCE IN TEACHING THE COURSE «ENGINEERING ETHICS»

The article addresses the issue of developing ethical competencies in future engineers in the context of the rapid advancement of artificial intelligence (AI) technologies. The relevance of the topic stems from the fact that modern engineering practice is no longer limited to technical aspects but also encompasses significant social responsibility, particularly in the context of using autonomous intelligent systems. There is a growing need to integrate ethical approaches into the training of professionals capable of analyzing moral dilemmas associated with the implementation of AI. Special attention is given to emerging challenges in the field of automated decision-making, algorithmic discrimination, loss of privacy, and the decline in transparency and accountability of digital systems. The aim of the study is to substantiate a set of teaching methods that foster the development of critical thinking and moral sensitivity in future engineers within the domain of AI ethics. The research is based on the experience of teaching the course "Engineering Ethics" at Lutsk National Technical University. The methods used include a survey (involving 89 students), analysis of contemporary academic literature, comparison of international ethical standards (EU, IEEE, UNESCO), as well as the use of case studies and role-playing games in the teaching process. The results of the survey revealed that students are particularly sensitive to issues related to human rights protection, algorithmic transparency, and the preservation of human autonomy and privacy. Their comments emphasized the importance of a human-centered approach and the necessity of maintaining control over autonomous systems. Less prominent, yet significant, were the topics of environmental responsibility and global digital inequality. This indicates the need for a deeper exploration of these aspects in the course content. The article proposes a range of innovative pedagogical approaches to teaching AI ethics, including case studies, discussion-based debates, role-playing simulations, and decision-making exercises under uncertainty. Emphasis is also placed on an interdisciplinary approach involving experts in philosophy, law, engineering, and IT. The proposed teaching model contributes to a deeper understanding of the complexity of ethical decisions related to AI and cultivates students’ capacity for ethical reflection and responsible decision-making in their future professional careers. Looking ahead, the authors see the necessity of creating adapted educational programs and teaching materials that integrate AI ethics at all levels of engineering education.