Building a Fairer Future: Integrating Social Justice in the Engineering Curriculum

Incorporating the social science lens into the engineering curriculum is crucial to creating solutions that are ethi-cally sound, socially responsible, and equally accessible to people of diverse backgrounds. By understanding human behavior, needs, and societal structures, engineers can design technologies and systems that address the complexities of real-world problems. This interdisciplinary approach fosters innovation through diversity of thought and problem-solving strategies, allowing for more creative and effective solutions. It also helps in addressing systemic inequities, ensuring that technologies do not reinforce biases but rather promote inclusivity and fairness. The current study delves into the impact of an online module focused on social justice and hostile design on 22 engineering technology students enrolled in a human factors course. This module was divided into two segments: the first part introduced the concept of social justice, examining systemic racism and environmental injustice within engineering contexts. The second segment delved into the concept and application of hostile design in real-world scenarios. The module was designed to be interactive and engaging and consists of videos, readings, case studies, surveys, and reflection, to deepen students' understanding of these critical issues. The study used a multi-method design to assess the effectiveness of this module on students. The quantitative data was collected in the form of pre- and post-surveys focused on social justice and hostile design. The qualitative data was in the form of final written reflections. The survey data was analyzed using a paired sample t-test. Results indicated that students found the module effective in raising their awareness about social justice and hostile design issues and their application in engineering. Further, thematic analysis of students' final reflections revealed their key takeaways and future intentions. The themes for key takeaways revealed that students emphasized the importance of societal inclusivity and fairness, recognized the impacts of hostile design and systemic racism, and expressed the need for comprehensive solutions to homelessness and public space accessibility. Moreover, the themes that emerged for future intentions were that students felt that as future engineers, they were committed to integrating ethical considerations and inclusivity into their designs, raising awareness of hostile design among their peers, and utilizing their enhanced knowledge for professional and personal growth. In conclusion, the integration of social sciences into engineering education is not just beneficial but essential. The findings from this study emphasize the transformative potential of such interdisciplinary approaches in shaping future engineers who are not only technically skilled but also ethically conscious and socially responsible. By embracing these principles, the next generation of engineers are better equipped to create innovative, equitable, and just solutions.