If it is understood that engineers are ‘turning dreams to reality,’ then educators share the responsibility for supporting engineers in developing the capacities to consider the future impacts of their decisions. Yet even the most competent engineer's decisions can contribute to macro-ethical failures that arise from narrow problem framing, unevenly distributed risks and benefits, or design solutions unfit for their intended social and cultural contexts. This paper describes how macro-ethical failures can arise at different points in engineering design processes, and considers how competences associated with responsible innovation might assuage those vulnerabilities. To build those competences among future professional engineers, examples of pedagogical approaches are presented at three scales: activities, courses and curricula. For scholars and educators interested in engineering ethics, this article challenges approaches that favor individualistic understandings of responsibility, instead seeking to support learners’ awareness of, and ability to, ameliorate macro-ethical failures. For scholars and educators interested in operationalizing responsible innovation as a learning outcome that aligns with engineering practice, we offer an entry point for that conversation.

如果了解工程师正在将梦想变为现实”，那么，教育工作者应承担支持工程师发展自己的能力的责任，以考虑其决策的未来影响。然而，即使是最有能力的工程师的决策也可能导致宏观伦理失灵，这是由于问题范围狭窄，风险和收益分配不均或设计解决方案不适合其预期的社会和文化环境而引起的。本文描述了如何在工程设计过程的不同点出现宏观伦理失误，并考虑了与负责任的创新相关的能力如何缓解这些漏洞。为了在未来的专业工程师中建立这些能力，我们从三个方面介绍了教学方法的示例：活动，课程和课程。对于对工程伦理学感兴趣的学者和教育家，本文提出了一些挑战，这些挑战倾向于支持个人主义的责任感，而不是寻求支持学习者对宏​​观伦理失范的认识和能力。对于有兴趣将负责任的创新作为与工程实践一致的学习成果进行操作的学者和教育工作者，我们提供了该对话的切入点。