Unit rationale, description and aim

As emerging technologies reshape industries and societies, computing and data professionals are increasingly responsible not just for technical excellence, but for ethical leadership. This unit equips students to meet those responsibilities through critical engagement with professional ethics, legal frameworks, and the broader social impact of innovation. Students will examine ethical theories, global codes of conduct (e.g., ACS, IEEE, IFIP), and real-world scenarios involving AI, XR, digital twins, and autonomous systems. Core themes include digital justice, bias and fairness, privacy, inclusivity, and responsible data governance. The unit also develops key professional capabilities—ethical reasoning, communication, adaptability, leadership, and emotional intelligence—preparing students to thrive in dynamic technology environments. It supports graduate employability by strengthening professional identity, reflective practice, and social capital, aligned with the UN Sustainable Development Goal 9: Industry, Innovation and Infrastructures, and SDG 16: Peace, Justice and Strong Institutions.

By the end of the unit, students will be ready to lead responsibly, make sound ethical decisions, and contribute to a fairer, more sustainable digital future.

2026 10

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  • Semester 2Multi-mode

Prerequisites

Nil

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Understand key ethical, legal, and professional is...

Learning Outcome 01

Understand key ethical, legal, and professional issues related to emerging technologies.
Relevant Graduate Capabilities: GC1, GC6

Apply relevant professional standards and analyse ...

Learning Outcome 02

Apply relevant professional standards and analyse technology-related scenarios using ethical frameworks.
Relevant Graduate Capabilities: GC2, GC8

Evaluate the social impact of digital technologies...

Learning Outcome 03

Evaluate the social impact of digital technologies through case-based analysis, considering inclusivity, justice, and sustainability.
Relevant Graduate Capabilities: GC5, GC9

Communicate ethical decisions and professional rec...

Learning Outcome 04

Communicate ethical decisions and professional recommendations using appropriate academic and professional formats.
Relevant Graduate Capabilities: GC4, GC11

Reflect on professional identity, responsibilities...

Learning Outcome 05

Reflect on professional identity, responsibilities, and career aspirations within the digital innovation landscape.
Relevant Graduate Capabilities: GC2, GC10

Content

Topics will include:

·        Understanding the Tech Industry and Professional Expectations

·        Professionalism and Reflective Practice in Computing and Data Science

·        Ethical Theories and Reasoning Frameworks

·        Professional and Global Codes of Conduct (ACS, IEEE, IFIP)

·        Legal and Regulatory Responsibilities in Emerging Technologies

·        Bias, Fairness, and Responsible AI

·        Digital Justice, Inclusion, and Human-Centred Design

·        Autonomous Systems, Digital Twins, and XR: Social Implications

·        Ethics and Sustainable Innovation (Aligned with SDGs)

·        Teamwork and Tools for Industry Practice (GitHub, Trello, Jira)

·        Career Planning, Portfolios, and Building Social Capital

·        Capstone Showcase: Ethical Futures and Professional Identity

Assessment strategy and rationale

The assessment strategy in this unit is designed to develop both individual ethical reasoning and collaborative problem-solving skills through authentic, industry-aligned tasks. By using real-world scenarios and emerging technologies, students are encouraged to apply ethical frameworks, build professional identity, and reflect on their role in shaping responsible innovation.

Assessments are scaffolded across three progressive stages:

Assessment 1 promotes critical thinking and ethical literacy by having students visualise complex ethical dilemmas in technology through creative storyboards.

Assessment 2 builds on this foundation with a team-based design sprint that simulates collaborative professional practice, allowing students to co-design solutions to real issues sourced from the Innovation and Ethics Hub.

Assessment 3 consolidates learning through a reflective portfolio that develops students’ communication, career readiness, and capacity for ethical leadership.

This structure blends individual and group work, written and visual outputs, and formative and summative feedback. It supports the development of key graduate capabilities such as communication, innovation, digital fluency, and community-mindedness, while also preparing students for ethical decision-making in complex, real-world settings.

Overview of assessments

Type – Individual Insight Report – Ethics in Act...

Type – Individual Insight Report – Ethics in Action

Purpose – Students select an emerging technology (e.g., AI, XR, digital twins) and analyse its ethical, legal, and social implications using professional frameworks. They reflect on their values and responsibilities as future professionals.

This is an individual assessment.

Weighting

30%

Learning Outcomes LO1, LO2, LO5
Graduate Capabilities GC1, GC2, GC6, GC8, GC10

Type – Team-Based Design Sprint – Innovation and...

Type – Team-Based Design Sprint – Innovation and Ethics Hub Project

Purpose – Students form teams and choose a real-world issue from the Innovation and Ethics Hub. Using design thinking, they co-develop an ethical tech solution and present a low-fidelity prototype. Deliverables include a concept brief, ethical justification, and a group pitch.

This is a group assessment.

Weighting

30%

Learning Outcomes LO2, LO3, LO4
Graduate Capabilities GC2, GC4, GC5, GC8, GC9, GC11

Type – Professional Identity and Career Readines...

Type – Professional Identity and Career Readiness Portfolio

Purpose – Students compile a digital portfolio showcasing personal development, ethical reflections, and career goals. Includes a reflective statement, a CV, and evidence of professional skills.

This is an individual assessment.

Weighting

40%

Learning Outcomes LO1, LO3, LO4, LO5
Graduate Capabilities GC1, GC2, GC4, GC5, GC6, GC9, GC10, GC11

Learning and teaching strategy and rationale

This unit adopts a blended learning approach that combines flexible online content with interactive, face-to-face learning experiences to develop students’ ethical, professional, and technical capabilities. Core concepts are introduced through short videos, readings, and interactive resources that support self-paced, autonomous learning. In-person sessions include lectures, workshops, and studio-based activities, where students collaborate on real-world challenges using ethical reasoning and design thinking. A key feature of the unit is the use of an Innovation and Ethics Hub, where students tackle contemporary issues drawn from industry and society. Working in teams, they explore the ethical, legal, and social dimensions of emerging technologies and co-design responsible, future-focused solutions. This strategy promotes critical thinking, teamwork, communication, and reflective practice. It supports the development of a strong professional identity and prepares students to navigate complex ethical landscapes and contribute meaningfully to the digital future.


Representative texts and references

Core Texts

  • Baase, S., & Henry, T. (2018). A Gift of Fire: Social, Legal, and Ethical Issues in Computing (5th ed.). Pearson.
  • Shapiro, H. (2020). Ethics, Technology, and Engineering: An Introduction (2nd ed.). Cambridge University Press.
  • Brookshear, J.G., & Brylow, D. (2019). Computer Science: An Overview (13th ed.). Pearson.
  • Tanenbaum, A.S., & Bos, H. (2015). Modern Operating Systems (4th ed.). Pearson.
  • Nisan, N., & Schocken, S. (2021). The Elements of Computing Systems (2nd ed.). MIT Press.

Standards and Guidelines

Supplementary Learning Tools

 

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