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Abstract This paper presents the results from a scoping literature review (ScLR) conducted to elucidate the current landscape, trends, methods, and potential gaps in the literature surrounding equitable design pedagogy in engineering education. The ScLR follows the methodology presented by Arksey and O'Malley (2005), which breaks the process into five stages: (1) identifying the research questions, (2) identifying the relevant studies, (3) study selection, (4) charting the data, and (5) collating, summarizing, and reporting the results. These stages were performed iteratively, which allowed for reflection and study team collaboration along each stage. The study was grounded in four central inclusion criteria: (1) equitable design, (2) engineering education, (3) engineering course, and (4) secondary education. These criteria were used to search the existing literature in online databases.The database search was conducted in August 2023 and resulted in 476 publications. After removing duplicates, 460 publications remained for analysis and 15 publications remained after completing the three screening cycles. Our ScLR revealed the current landscape of engineering and design education in regards to teaching equitable design across three main themes: Level of Intervention, Approach, and Challenges with Intervention. Educators, institutions, and legislators must overcome these challenges to ensure that students are not only technically proficient but also possess the skills, knowledge, and values necessary to meet the constantly changing needs of the 21st century. By addressing these issues, we help foster an educational environment that produces engineers and designers who are socially conscious, creative, and advance positive change in the world.
Figard et al. (Sun,) studied this question.