New ethical guidance from the Engineering Council and Royal Academy of Engineering was published this week.

 

Published by the Engineering Council on 23/02/2026

The Engineering Council and the Royal Academy of Engineering have chosen Chartered Week (23–27 February) to publish an update of their joint Statement on Ethical Principles for the engineering profession, first published over 20 years ago.

Ethical commitments are at the heart of the role of a registered engineer or technician – and everyone who works in engineering. The refreshed Statement reflects the changing technology environment and the new challenges faced by engineering professionals today.

The Statement considers developments in professional practice, in the wider technology environment, and in society’s expectations more broadly. An important new fifth ethical principle has been added, focusing on engineering professionals’ responsibility for the future of technology, society, and the environment – particularly in an era of fast-moving technological change. Rapidly developing technologies such as AI have potentially transformative impacts, and ethical issues arise in their development and adoption. This new principle highlights the duty of engineers and technicians to develop these technologies responsibly, with awareness of the lasting system consequences for humankind, including intergenerational impacts.

The Statement’s five fundamental principles for ethical behaviour and decision-making are designed to apply to all engineering professionals and form the core of the specific codes of conduct set out by the individual professional engineering institutions.

The five ethical principles outlined are:

  1. Honesty and integrity, avoiding knowingly misleading others and taking steps to prevent corrupt practices, including plagiarism, misinformation and false representation.
  2. Responsibility to society, including reporting malpractice and irresponsible or unsafe practice, whether within the workplace or outside.
  3. Accuracy and rigour, actively maintaining and enhancing knowledge, skills and competence and supporting others to do the same.
  4. Leadership and communication, fostering a culture where concerns can be raised without fear of reprisal, and acting on well-founded concerns.
  5. Responsibility for the future of technology, society, and the environment, anticipating wider and emergent consequences, and potential for misuse of technologies, and applying precaution proportionately where potential harms are serious or irreversible.

To mark the updated guidance, a series of blog posts have been commissioned from sector experts to illustrate how the new principles apply in areas of engineering from fire safety to wastewater management, and therefore the role engineering ethics and culture play in critical outcomes such as building safety and protecting public health.

The Engineering Council also produces Guidance on Security, Sustainability, Risk and Whistleblowing. The complete Statement of Ethical Principles and related guidance are available on the Engineering Council Website.

The Academy and the Engineering Council have also launched a new phase of work on engineering ethics to build on the principles, led by a new cross-disciplinary working group chaired by Professor John McDermid OBE FREng, Lloyd’s Register Foundation Chair of Safety at the University of York.

Paul Bailey, CEO of the Engineering Council said: “The Engineering Council is responsible for setting and raising standards of competence and conduct for the engineering profession. This updated Statement of Ethical Principles supports those working in the profession to meet our standards, ensuring that ethical practice keeps pace with technological change. The introduction of a new fifth principle acknowledges this evolution by highlighting technicians and engineers’ responsibility towards the future of technology and the long-term impacts of engineering on society and the environment. As such, the Statement remains an essential source of guidance that helps engineering to be seen and recognised by the public as a trusted and ethical profession.”

Dame Tamara Finkelstein DCB, Chief Executive of the Royal Academy of Engineering, said: “The Royal Academy of Engineering is committed to supporting engineering in the service of society and ensuring that technology improves lives. Ethics and a commitment to public benefit must be at the heart of what we do. Growing an engineering community fit for the future means providing engineers with the vision, principles and guidance to bring ethics into the heart of the profession and inspiring a new generation of engineers to work in ways that have meaningful, positive impact and that reinforces the trust society places in us.”

The Recruitment and Admissions Toolkit has not been updated as yet but has been left here for archive purposes.

Some toolkit content is available to members only. For best results, make sure you’re logged in.

The following provides links to a range of resources and information to help university admissions tutors and those working in recruitment and admissions roles.

And each year, in November, the Engineering Professors’ Council organises a Recruitment and Admissions Forum so that all of those involved in the recruitment and admission of students to engineering programmes in UK higher education have the opportunity to get together and share experiences and best practice, as well as hear the latest from policy makers, the funding agencies and Government.  We also provide feedback to members from the annual early enrolments survey, which provides an indication of student numbers compared with the prior year for both undergraduate and postgraduate (taught) students.

Don’t forget to check out the Tomorrow’s Engineers programme website which offers a wide range of resources to assist schools, prospective students and their advisers.  The latest range, including a leaflet entitled ‘Make a Difference to the World: Engineering at University’ may be found here.

And do take a look at this set of films, produced by the 2014 winner of the EPC’s Engaging in Engineering awards, Dr Emma Carter of the University of Sheffield – aimed at 8 to 15 year olds, their particularly useful for schools outreach activity.

If you can’t find what you’re looking for on this page, why not ask a colleague by starting a discussion?  Or feel free to drop us a line directly.

Contents:

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

The Recruitment and Admissions Toolkit has not been updated as yet but has been left here for archive purposes.

 

Engineering Council website: ‘Information for Students’.

In addition, the following are available on request from marketing@engc.org.uk,  putting IEng/CEng in the subject line.

1. A ‘Student guide to professional registration with the Engineering Council’

2. An introductory email aimed at new undergraduates.

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

The Recruitment and Admissions Toolkit has not been updated as yet but has been left here for archive purposes.

 

The EPC reviews and reports on graduate engineers’ ability to gain employment on leaving university.  The latest information may be accessed by members in our Data explorer.

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

The Recruitment and Admissions Toolkit has not been updated as yet but has been left here for archive purposes.

An engineering degree that is accredited by the UK Engineering Council offers a marketable advantage for a university and will be more attractive to potential students intending to become Incorporated or Chartered Engineers. With this in mind, the Engineering Council has developed template statements for use by institutions offering accredited programmes when preparing their Key Information Set (KIS) Statements and when developing their promotional material and recruitment web pages.

For further information: Guidance on Promoting accredited degree status.

For examples of best practice:  Best Practice

To download up to date logo: Logo

Support for KIS statements: KIS statements

For information on accreditation: Accreditation

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

There’s a range of resources available to support you in the professional and administrative areas of your role as you climb the career ladder…

 

A leaflet outlining how teachers and researchers can achieve professional recognition and explaining the benefits is available from the Engineering Council. This and other relevant documents can be downloaded from the Engineering Council website. For hard copies of the leaflet email info@engc.org.uk.

 

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

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