Reflexión sobre el papel de las asignaturas relativas a aspectos éticos, sociales, legales y profesionales en los grados de ingenierías informáticas

  1. Rafael Miñano 1
  2. Gonzalo Génova 2
  3. Sara Román 3
  4. Eloy Portillo 1
  1. 1 Universidad Politécnica de Madrid

    Universidad Politécnica de Madrid

    Madrid, España


  2. 2 Universidad Carlos III de Madrid

    Universidad Carlos III de Madrid

    Madrid, España


  3. 3 Universidad Complutense de Madrid

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI)
  1. Marco Galindo, María Jesús (coord.)
  2. Bañeres, David (coord.)
  3. Marco Simó, Josep Maria (coord.)

ISSN: 2531-0607

Year of publication: 2018

Issue: 3

Type: Article

More publications in: Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI)


This paper presents some reflections attained by a group of teachers from different universities who have met to discuss about the contribution to the de- velopment of competences in social responsibility, sustainability and professional ethics, that can be achieved in courses related to ethics, social and legal issues in Information and Communication Technolo- gies (ICT) studies. Teaching experiences in different academic contexts were presented and several topics were debated: essential goals of such courses, limita- tions and difficulties, their role in the ICT curricula, the role and profile of the teachers lecturing these courses, and the specific aspects related to assess- ment. A great diversity in the development of these courses within Spanish universities was confirmed, regarding course contents, methodologies, approach, assessment, and the way they are integrated in the curricula. Participants believe this type of courses are indispensable as part of the training of ICT profes- sionals in present times. These courses also offer a suitable environment for education innovation and for an active participation / involvement of students as well as other external actors. Faculty members need to be highly committed and should have some train- ing in humanities, but should also come from a tech- nical background. On the other hand, institutional support is a decisive factor in the integration of these “non-technical” competences in the comprehensive training of future ICT professionals.