IGIP Working Group
Responsible AI in Engineering Education

Artificial Intelligence is fundamentally reshaping engineering practice – and, consequently, redefining the foundations of engineering education. Looking toward 2030, the critical question is no longer whether AI will be integrated into engineering education, but how this integration can be designed to preserve human agency, professional judgment, and long-term societal responsibility. Addressing this challenge requires proactive pedagogical design rather than reactive technological adoption.

The Responsible AI in Engineering Education Working Group focuses on the pedagogically sound, ethical, and human-centred integration of Artificial Intelligence into engineering education. Particular attention is given to AI literacy and competence development, curriculum innovation, assessment and academic integrity, AI-supported teaching and learning, faculty development, and institutional transformation. The group will explore how AI can enhance learning outcomes while preserving critical thinking, professional judgment, creativity, and human agency.

Core Thematic Areas

1. AI-Mediated Agency and Assessment Integrity in Engineering Education: Exploring how AI reshapes student agency, responsibility, and decision-making, and how assessment design can preserve human judgment and make reasoning visible in AI-augmented contexts.
2. Cognitive Integrity, Explainability, and Reflective AI Literacy:Addressing how AI influences reasoning, knowledge construction, and epistemic trust, and how educational design can prevent cognitive deskilling and foster reflective, responsible AI use.
3. Institutional Governance for Responsible AI Learning Ecosystems:Focusing on how institutions operationalize responsibility through governance, policy, and infrastructure, aligning pedagogical goals with transparency, accountability, and sustainability.
4. From Tool to Cognitive Infrastructure: Rethinking AI’s Role in Engineering Education:Conceptualizing AI as a persistent cognitive infrastructure that transforms learning processes, competence definitions, and accountability models in engineering education.

Topics of Interest:

Pedagogical Design and Assessment (related to Core Topic 1)

• Competence models for AI-augmented engineering education
• Assessment and evaluation in AI-supported learning environments
• Human-in-the-loop pedagogies: preserving agency, judgment, and accountability

Cognitive and Learning Processes (related to Core Topic 2)

• Preventing cognitive deskilling through reflective and human-centered AI integration
• Explainability, transparency, and AI literacy in educational contexts

Institutional and Governance Perspectives (related to Core Topic 3)

• Institutional AI governance and strategic implementation in higher education
• Responsible AI curriculum design aligned with ethical and regulatory frameworks

Systemic and Transformative Perspectives (related to Core Topic 4)

• AI as cognitive infrastructure in engineering learning environments
• Rethinking competence, agency, and accountability under persistent AI mediation
• AI and professional responsibility in engineering formation
• Sustainable and ethically aligned AI integration in higher education
• Global and cross-cultural perspectives on responsible AI in engineering education
• Empirical studies on AI-supported collaborative engineering learning
• Design-based and transdisciplinary research on AI-enhanced pedagogical innovation

Chair

• Cristo Leon, New Jersey Institute of Technology, USA, leonc@njit.edu

Co-Chairs

• Uriel Cukierman, IGIP Vice-President, uriel@cukierman.name
• Alptekin Erkollar, ETCOP Institute for Interdisciplinary Research, erkollar@etcop.at
• Birgit Oberer, IGIP Secretary General, gs@igip.org

Members

• Emel Aktas, Cranfield University, UK, emel.aktas@cranfield.ac.uk
• Miguel Angel Bastarrachea Magnani, Metropolitan Autonomous University-Iztapalapa, Mexico, bastarrachea@xanum.uam.mx
• Viktoria Czuppon, University of Pannonia, Hungary, czuppon.viktoria@gtk.uni-pannon.hu
• Rodrigo Herrera, Cenfotec University, Costa Rica, rodrigo.herrera.cr@gmail.com
• Gökçe Karahan Adali, Zaim University, Türkiye, gokce.karahanadali@izu.edu.tr
• Hasan Koç, Berlin International University, Germany, koc@berlin-international.de
• Elif Kongar, New Haven University, USA, EKongar@newhaven.edu
• Edgar Meritano, Metropolitan Autonomous University-Xochimilco. , Mexico, emeritano@gmail.com
• Ricardo Morales, Universidad Autónoma de Baja California, Mexico, ricardo.morales@uabc.edu.mx
• Xavier Oviedo, Universidad de Las Américas, Ecuador, xavier.oviedo@udla.edu.ec
• Leonardo Silva, ESPM University, Brazil, leonardoaurelianosilva@outlook.com
• Anna Stein, European Institute for Skills, Education & Society, Austria, stein@eises.org
• Svitlana Tarasenko, Sumy State University, Ukraine, svitlana_tarasenko@ukr.net