EVOLVING VALUES, LAGGING PRACTICE: INTEGRATING ETHICS IN ICT ENGINEERING PROGRAMS

This exploratory qualitative study evaluates the effectiveness of standard, collaborative curriculum review processes - which presume expertise - for integrating social dimensions into modern ICT engineering curricula. Driven by demands to enhance curriculum relevance and foster richer professional identities for graduates, the study investigates faculty members' expertise in these societal dimensions. Using qualitative methods informed by research on expert-novice differences, our findings suggest that merely having the disposition to address these areas may be insufficient, highlighting potential limitations when collective expertise isn't fully developed.