This paper aims to review the empirical and theoretical research on engineering ethics education, by focusing on the challenges reported in the literature. The analysis is conducted at four levels of the engineering education system. First, the individual level is dedicated to findings about teaching practices reported by instructors. Second, the institutional level brings together findings about the implementation and presence of ethics within engineering programmes. Third, the level of policy situates findings about engineering ethics education in the context of accreditation. Finally, there is the level of the culture of engineering education. The multi-level analysis allows us to address some of the limitations of higher education research which tends to focus on individual actors such as instructors or remains focused on the levels of policy and practice without examining the deeper levels of paradigm and purpose guiding them. Our approach links some of the challenges of engineering ethics education with wider debates about its guiding paradigms. The main contribution of the paper is to situate the analysis of the theoretical and empirical findings reported in the literature on engineering ethics education in the context of broader discussions about the purpose of engineering education and the aims of reform programmes. We conclude by putting forward a series of recommendations for a socio-technical oriented reform of engineering education for ethics.

本文旨在通过关注文献中报道的挑战，回顾工程伦理教育的实证和理论研究。分析是在工程教育系统的四个层次上进行的。首先，个人层面专注于教师报告的教学实践调查结果。其次，机构层面汇集了关于工程项目中道德规范的实施和存在的调查结果。第三，政策水平决定了认证背景下工程伦理教育的发现。最后是工程教育的文化水平。多层次分析使我们能够解决高等教育研究的一些局限性，这些局限性往往集中在教师等个体行为者上，或者仍然专注于政策和实践的层面，而不是研究指导他们的更深层次的范式和目的。我们的方法将工程伦理教育的一些挑战与关于其指导范式的更广泛辩论联系起来。本文的主要贡献是将关于工程伦理教育文献中报告的理论和实证结果的分析置于关于工程教育目的和改革计划目标的更广泛讨论的背景下。最后，我们提出了一系列以社会技术为导向的工程教育改革建议。我们的方法将工程伦理教育的一些挑战与关于其指导范式的更广泛辩论联系起来。本文的主要贡献是将关于工程伦理教育文献中报告的理论和实证结果的分析置于关于工程教育目的和改革计划目标的更广泛讨论的背景下。最后，我们提出了一系列以社会技术为导向的工程教育改革建议。我们的方法将工程伦理教育的一些挑战与关于其指导范式的更广泛辩论联系起来。本文的主要贡献是将关于工程伦理教育文献中报告的理论和实证结果的分析置于关于工程教育目的和改革计划目标的更广泛讨论的背景下。最后，我们提出了一系列以社会技术为导向的工程教育改革建议。为道德。