Embedding equity, diversity and inclusion is essential for success and capability strengthening, writes Stella Fowler, Policy and Research Director at the Engineering Professors’ Council, and Karen Grayson, Senior Manager at the Royal Academy of Engineering.
This guest blog explores why inclusive engineering outcomes are central to building a more innovative, ethical and representative engineering profession.
Engineering has the power to shape the world we live in. But as societies become increasingly diverse, technical expertise alone is not enough. Future engineers must design solutions that are accessible, equitable and inclusive, ensuring innovation benefits everyone. Embedding inclusive design thinking into engineering education helps graduates work responsibly, creatively and fairly.
Many engineering educators did not receive formal training in fostering inclusive mindsets, or on how to embed inclusion into engineering practice, yet they are expected to prepare students for complex, real-world challenges. Without a focus on equity, diversity, and inclusion (EDI), engineering solutions risk unintentionally disadvantaging certain groups. Diverse perspectives, on the other hand, lead to stronger, more ethical, and adaptable outcomes.
The Inclusive Engineering Toolkit is being developed to address this need, curating valuable and practical resources and tools, that help educators embed inclusive principles in their teaching and equip students to become ethical, collaborative, and globally aware engineers.
Its development is guided by an Expert Working Group comprised of academic, industry, and professional organisation experts.
Register your interest
Please register your interest in developing a resource bycompleting this form by 11th July 2026.
If you would like to become a reviewer for the toolkit (with structured review cycles running from late July to September 2026, and light input into October where needed), please complete this form (and tick ”Inclusive Engineering Toolkit”). We will take a flexible and iterative approach where possible. Where submissions are received earlier and reviewer capacity allows, review activity may begin ahead of the formal window to support workload distribution across the summer period.
The Inclusive Engineering Toolkit Working Group seeks contributors to develop resources for inclusion in the toolkit
These resources will fit into three categories:
Knowledge articles: Knowledge articles help build understanding of inclusion in engineering education and practice. These resources focus on what equity, diversity and inclusion is, why it matters, and how it relates to engineering contexts, professional practice, and outcomes. They may include: conceptual explanations of inclusion in engineering; discussions of why inclusion matters for engineering practice and outcomes; perspectives and lived experience grounded in practice or education; and introductory frameworks and concepts that support understanding (e.g., diversity, equity, accessibility, participation). In short, knowledge articles focus on how inclusion is understood in engineering contexts and why it matters in engineering practice and outcomes. These resources help build a shared understanding of inclusion as a foundation for improving engineering practice, decision-making, and outcomes.
Guidance articles: Guidance articles support educators in applying inclusive approaches in engineering teaching and learning. These resources focus on how to embed, teach, assess, or facilitate inclusion in practice. They may include practical approaches to inclusive teaching and facilitation; guidance on embedding inclusion in curricula, modules, or programmes; approaches to assessing and evaluating inclusive practice and teamwork; and strategies for creating inclusive learning environments and participation. In short, guidance articles focus on “how to do it.” These resources support educators in translating inclusive practice into teaching approaches that improve learning experiences, teamwork, and engineering outcomes.
Teaching activities: Teaching activities provide ready-to-use or adaptable materials that embed inclusion directly into engineering learning environments. These resources focus on what educators can use in teaching to support inclusive learning and practice. They may include: case studies of inclusive or exclusionary engineering practice in real-world contexts, classroom activities, exercises, and project or assessment briefs, simulations, interactive tools, or gamified learning approaches, and teamwork and collaboration activities that support inclusive participation and practice. These resources should be directly usable or easily adaptable in teaching contexts, supporting students to engage with inclusive engineering practice in action. In short, teaching activities focus on “what to use in teaching and learning.”These resources help shape how students learn to apply inclusive approaches, contributing to more inclusive engineering outcomes in practice.
Design expectations for all contributions
To ensure accessibility and inclusivity in practice, contributors should also consider:
Diverse classroom contexts, including large cohorts and limited-resource environments
Accessibility for different learner needs
Practical usability in real teaching environments without specialist infrastructure
How inclusion is embedded in design, structure and interaction (not only reflective content)
Clear connection to practice, systems, or real-world outcomes
We recommend allowing around 15–20 minutes to review the Call for Contributions guidance and relevant brief(s) before preparing your submission. This will help ensure your contribution aligns with the toolkit aims and requirements.
Read more about the specific content we are looking for (click on the arrows to expand the sections):
Submit a knowledge article
Submit a Knowledge Article
The Inclusive Engineering Toolkit Working Group invites contributions that build understanding of inclusion in engineering education and practice.
These articles should help explain how inclusion is understood in engineering contexts, why it matters, and how it influences engineering practice, professional behaviour, decision-making, and outcomes.
We welcome articles that explore:
1. Inclusion in engineering contexts
How inclusion is understood in engineering education and practice, and how it influences design, decision-making, systems, teamwork, and professional environments.
For example: explanations of inclusive engineering practice in design teams or accessibility considerations in engineering solutions.
2. Why inclusion matters for engineering
How inclusion and exclusion affect engineering outcomes, including products, systems, services, and solutions.
For example: reflections on how diverse teams improve engineering decision-making or reduce design risk.
3. Evidence-informed perspectives and lived experience
Evidence-informed reflections from students, educators, or practitioners, including lived experience of inclusion or exclusion in engineering contexts.
For example: practitioner or student reflections on barriers to participation or inclusive team experiences.
Contributions in this area should be reflective or explanatory in nature, and grounded in evidence, practice, or experience, with clear relevance to teaching, learning, or engineering contexts.
4. Concepts and frameworks that support understanding
Introductory explanations of inclusion-related concepts and tools (e.g. diversity, equity, accessibility, participation frameworks).
For example: diversity wheels or other inclusion frameworks applied to engineering contexts.
These articles will help build a shared foundation for understanding how inclusion operates in engineering practice and its role in shaping engineering decisions, systems, and outcomes.
Step 1: Read the guidance for submitting a knowledge article
Guidance #1: Cross-cutting expectations (apply to all resource types)Guidance #2: Research Guidance #3: Overview Guidance #4: Purpose Guidance #5: Format Guidance #6: References and resources
Cross-cutting expectations:
All resources should:
Be usable in diverse teaching contexts, including large or overcrowded classrooms.
Be accessible to learners with different needs
Be adaptable for low-resource environments (limited software, devices, or classroom infrastructure)
Clearly connect inclusion to engineering practice, systems, products, or decision-making outcomes
Embed inclusion in the design of the activity or resource, not only as a reflective add-on
Research:
Knowledge resources help build understanding of inclusion in engineering education and practice.
These resources focus on how inclusion appears in engineering contexts, why it matters, and how it influences engineering practice, decision-making, systems, and outcomes.
They should provide accessible, standalone explanations suitable for engineering educators and students new to inclusive engineering.
They may include:
conceptual explanations of inclusion as it appears in engineering contexts and practice
discussion of why inclusion matters for engineering practice, decision-making, systems, and outcomes
evidence-informed reflections from students, educators, or practitioners
introductory frameworks and concepts (e.g. diversity, equity, accessibility, participation) applied in engineering contexts
These resources should provide a baseline understanding and signpost further reading where appropriate.
They should be approximately 500-1000 words (although they can be more in depth if necessary) and reference relevant online open-source resources.
Overview:
Knowledge resources should be able to stand alone while also contributing to a coherent body of toolkit content that collectively builds understanding of inclusive engineering practice.
Purpose:
Each resource should explain inclusion in a way that is clear, accessible, and relevant to engineering education and practice, supporting understanding of how inclusion influences engineering thinking, behaviour, decision-making, systems, and outcomes.
Format:
Knowledge resources should include:
Premise
Main body (structured with headings as appropriate)
Further resources (open and accessible where possible)
References and resources:
Where additional explanation could be given, it might point to other resources, and where information is presented from another source, it needs to be properly referenced using Harvard referencing.
Step 2: Before you submit, review this checklist
Is the resource clear, accessible, and understandable to someone new to inclusive engineering?
Does it explain how inclusion appears in engineering contexts and why it matters in engineering practice, systems, and outcomes?
Is the content logically structured and well explained?
Are claims supported with appropriate references?
Are additional open resources or reading suggestions included?
Does it contribute to a coherent set of toolkit knowledge resources?
Knowledge articles should be submitted in Word file format (.doc or .docx). Any corresponding images should be submitted in either .jpeg, .jpg or .png format.
To ensure that everyone can use and adapt the Toolkit resources in a way that best fits their teaching or purpose, this work will be licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Under this licence users are free to share and adapt this material, under terms that they must give appropriate credit and attribution to the original material and indicate if any changes are made.
The Inclusive Engineering Toolkit Working Group invites contributions that support educators in applying inclusive approaches in engineering teaching and learning.
These articles should focus on the practical application (“how”) of inclusive engineering principles in educational settings.
We welcome articles that support:
1. Teaching and facilitating inclusion
Practical approaches to introducing and discussing inclusion in engineering education.
For example: guidance on running inclusive classroom discussions or explaining inclusion concepts to students.
2. Embedding inclusion in curricula and learning design
Approaches for integrating inclusion across modules, programmes, and learning outcomes.
For example: mapping inclusion-related learning outcomes to engineering curricula or professional standards.
3. Progression and development of inclusive learning
Ways inclusion can be supported across different stages of study and levels of learning.
For example: scaffolding inclusive teamwork skills from early to later-year engineering modules.
4. Assessment and evaluation approaches
Examples of assessment approaches, criteria, or frameworks that support inclusive teamwork, participation, and professional skills development.
For example: rubrics for assessing teamwork, participation, or inclusive behaviours in group projects.
5. Creating inclusive learning environments
Practical strategies and tools that support equitable participation, accessibility, and inclusive classroom or project-based learning.
For example: techniques to support balanced participation in group work or psychologically safe learning environments.
These articles will translate inclusive engineering principles into practical approaches that support teaching practice and learning design.
Step 1: Read the guidance for submitting a guidance article
Guidance #1: Cross-cutting expectations (apply to all resource types)Guidance #2: Research Guidance #3: Overview Guidance #4: Purpose Guidance #5: Format Guidance #6: References and resources
Cross-cutting expectations:
All resources should:
Be usable in diverse teaching contexts, including large or overcrowded classrooms.
Be accessible to learners with different needs
Be adaptable for low-resource environments (limited software, devices, or classroom infrastructure)
Clearly connect inclusion to engineering practice, systems, products, or decision-making outcomes
Embed inclusion in the design of the activity or resource, not only as a reflective add-on
Research:
Guidance resources support educators in applying inclusive approaches in engineering teaching and learning.
These resources focus on the practical application of inclusion in teaching, learning design, assessment, and curriculum development.
They help translate inclusive engineering principles into actionable approaches.
They may include:
approaches to inclusive teaching and facilitation
embedding inclusion in curricula and learning design
assessment approaches for inclusive teamwork and participation
strategies for creating inclusive learning environments
They should be approximately 500-1000 words (although they can be more in depth if necessary) and reference relevant online open-source resources.
Overview:
Guidance resources should stand alone while also forming part of a coherent set of tools supporting inclusive engineering education practice.
Purpose:
Each resource should provide practical, structured guidance that helps educators embed inclusion into teaching, learning, and assessment in engineering contexts.
Format:
Guidance resources should include:
Premise
Structured sections with headings
Practical guidance and examples
References (Harvard style)
Further resources (open and accessible where possible)
References and resources:
Where additional explanation could be given, it might point to other resources, and where information is presented from another source, it needs to be properly referenced using Harvard referencing.
Step 2: Before you submit, review this checklist
Is the guidance practical, clear, and easy to apply?
Does it explain how to embed inclusion in teaching or curriculum practice?
Is the content logically structured and usable by educators new to inclusive engineering?
Are references appropriately cited?
Does it provide actionable approaches or frameworks?
Guidance articles should be submitted in Word file format (.doc or .docx). Any corresponding images should be submitted in either .jpeg, .jpg or .png format.
To ensure that everyone can use and adapt the Toolkit resources in a way that best fits their teaching or purpose, this work will be licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Under this licence users are free to share and adapt this material, under terms that they must give appropriate credit and attribution to the original material and indicate if any changes are made.
The Inclusive Engineering Toolkit Working Group invites contributions that embed inclusion directly into engineering teaching and learning activities.
These resources should be ready-to-use or easily adaptable in teaching environments.
We welcome contributions including:
1. Inclusive engineering case studies
Real-world or applied engineering scenarios that illustrate inclusion, exclusion, or their impact on engineering outcomes and decision-making.
For example: engineering team case studies showing the impact of inclusive or non-inclusive design processes.
2. Teaching and learning activities
Classroom exercises, project briefs, or learning activities that embed inclusive practice within engineering learning.
For example: group design tasks that require equitable role allocation or inclusive problem-solving approaches.
3. Applied learning tools and simulations
Interactive or structured learning activities such as simulations, digital tools, or gamified approaches that support understanding of inclusion in engineering contexts.
For example: simulation-based activities exploring the impact of design decisions on different user groups.
4. Teamwork and collaboration activities
Activities that support inclusive participation, equitable collaboration, and reflective team practice in engineering learning environments. These may include structured approaches or tools that support how students participate, collaborate, and share responsibility within teams.
For example: structured peer feedback or team role rotation exercises to support inclusive participation.
5. Psychological safety and inclusive teamwork resources
Tools or structured activities that support safe, equitable, and inclusive team environments.
For example: reflective exercises on team dynamics or tools to support inclusive group behaviour.
These resources will support educators in embedding inclusive engineering practice directly into learning experiences that shape student collaboration and engineering outcomes.
Select the relevant teaching resource type and view the specific guidance. Follow the step-by-step instructions provided for that resource type to complete your submission.
Step 1: Guidance for Submitting an Inclusive Engineering Case Study
Guidance #1: Cross-cutting expectations (apply to all resource types)Guidance #2: Research Guidance #3: Overview Guidance #3: Purpose Guidance #4: ContentGuidance #5: Activities, resources & referencingGuidance #5: Format
Cross-cutting expectations:
All resources should:
Be usable in diverse teaching contexts, including large or overcrowded classrooms.
Be accessible to learners with different needs
Be adaptable for low-resource environments (limited software, devices, or classroom infrastructure)
Clearly connect inclusion to engineering practice, systems, products, or decision-making outcomes
Embed inclusion in the design of the activity or resource, not only as a reflective add-on
Research
Case studies are teaching resources that present realistic engineering scenarios where inclusion or exclusion affects engineering practice, decisions, and outcomes.
Before submitting, you should review case studies from existing engineering education toolkits (e.g. Ethics and Sustainability Toolkits) to ensure consistency in tone, structure, and pedagogical approach.
Case studies should be grounded in engineering contexts and should enable learners to explore how inclusive or non-inclusive practices influence engineering systems, teams, or solutions.
They should be designed for educators to use directly in teaching and may include prompts, discussion questions, or structured learning activities.
Case studies will vary in length depending on scope and resource, but many are around 1500-2000 words. They should reference relevant online open-source resources.
Please see the current research on good practice in writing case studies, which you may find helpful as you write, as well as our article about a recipe for writing a case study. This ‘recipe’ can guide you as you write to include or develop other aspects of the case. Both articles are from our Engineering Ethics Toolkit, but the guidance given can be adapted for Inclusive Engineering cases.
Overview
Case studies should present a coherent narrative centred on an engineering context where inclusion is relevant.
They should:
Describe a realistic engineering scenario
Include multiple stakeholders or perspectives where appropriate
Present a clear inclusion-related challenge, decision point, or tension
Support discussion, reflection, or analysis in teaching contexts
Case studies should function as standalone teaching resources but also contribute to a broader collection of related materials.
Purpose
Case studies should help learners understand how inclusion influences engineering practice, decision-making, teamwork, and outcomes.
They should enable educators to support discussion of real-world engineering challenges through an inclusion lens.
Case studies may also be designed to support structured pedagogical use, including role play, decision pathways, and assessment integration where appropriate.
Content
Content should be clear, structured, and narrative-led.
Case studies may include:
Engineering context and background
Key stakeholders and roles
Description of the inclusion-related issue or challenge
Decision points or consequences
Teaching prompts or reflection questions
Structured role-play scenarios where learners take on engineering stakeholder roles
Branching or episodic case structures where decisions influence subsequent outcomes
Optional pedagogical guidance for classroom delivery and adaptation
Optional assessment guidance (e.g. rubric or evaluation matrix) linked to case use
Activities, resources & referencing
Case studies should include:
Discussion questions
Classroom or group activities
Suggested teaching approaches
Links to relevant open-source resources
All sources must be appropriately referenced using Harvard referencing.
Format
Case studies should include:
Teaching notes (context, aims, suggested use)
Narrative of the case
Discussion questions or activities
Optional extension or reflection section
References and resources
Step 1B: Before you submit, review this checklist
Before submitting, please check:
Does the case present a clear and realistic engineering context?
Is inclusion (or exclusion) clearly relevant to the engineering scenario?
Does the case involve decision-making, trade-offs, or engineering practice?
Are multiple perspectives (e.g. stakeholders, users, engineers) included where appropriate?
Is the narrative structured so it can be used directly in teaching?
Are there clear discussion prompts or learning activities included?
Is the case suitable for an engineering education setting (not generic commentary)?
Case studies should be submitted in Word file format (.doc or .docx). Any corresponding images should be submitted in either .jpeg, .jpg or .png format.
To ensure that everyone can use and adapt the Toolkit resources in a way that best fits their teaching or purpose, this work will be licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Under this licence users are free to share and adapt this material, under terms that they must give appropriate credit and attribution to the original material and indicate if any changes are made.
Step 1: Guidance for Submitting Teaching and Learning Activities
Guidance #1: Cross-cutting expectations (apply to all resource types)Guidance #2: Purpose and outcomes Guidance #3: Research Guidance #4: Purpose Guidance #5: Presentation & clarity Guidance #6: Resources, guidance & referencingGuidance #7: Format
Cross-cutting expectations:
All resources should:
Be usable in diverse teaching contexts, including large or overcrowded classrooms.
Be accessible to learners with different needs
Be adaptable for low-resource environments (limited software, devices, or classroom infrastructure)
Clearly connect inclusion to engineering practice, systems, products, or decision-making outcomes
Embed inclusion in the design of the activity or resource, not only as a reflective add-on
Purpose & outcomes:
Teaching and learning activities are practical resources that help educators embed inclusive engineering principles directly into teaching.
They should support learners in engaging with inclusion through structured tasks, exercises, or project-based learning.
Research:
Before submitting, you should review teaching activities from our other toolkits (e.g Sustainability Toolkit) to ensure consistency in structure, clarity, and pedagogical intent.
Activities should be practical, clearly explained, and suitable for direct classroom or project use.
Activities should be adaptable for delivery in varied teaching environments including large cohorts, limited-resource classrooms, and mixed-ability groups.
Purpose:
Activities should help educators implement inclusive engineering learning in practice.
They should support:
Active learning
Group or individual engagement
Reflection on inclusion in engineering contexts
Presentation & clarity:
Activities should be clearly structured so that educators can implement them with minimal adaptation.
They should include clear instructions for delivery and expected learner engagement.
Resources, guidance & referencing:
Where relevant, activities should include:
Supporting materials
Instructions for delivery
Suggested variations for different teaching contexts
Step 3: Submitting your teaching and learning activity
Deadline: 8th August 2026
Teaching activities should be submitted in Word file format (.doc or .docx). Any corresponding images should be submitted in either .jpeg, .jpg or .png format.
To ensure that everyone can use and adapt the Toolkit resources in a way that best fits their teaching or purpose, this work will be licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Under this licence users are free to share and adapt this material, under terms that they must give appropriate credit and attribution to the original material and indicate if any changes are made
Step 1: Guidance for Submitting Applied Tools and Simulations
Guidance #1: Cross-cutting expectations (apply to all resource types)Guidance #2: Purpose and outcomesGuidance #3: ResearchGuidance #4: PurposeGuidance #5: Presentation & clarity Guidance #6: Resources & guidanceGuidance #7: Format
Cross-cutting expectations:
All resources should:
Be usable in diverse teaching contexts, including large or overcrowded classrooms.
Be accessible to learners with different needs
Be adaptable for low-resource environments (limited software, devices, or classroom infrastructure)
Clearly connect inclusion to engineering practice, systems, products, or decision-making outcomes
Embed inclusion in the design of the activity or resource, not only as a reflective add-on
Purpose and outcomes:
Applied tools and simulations are interactive or structured resources that allow learners to explore inclusion in engineering systems, decisions, or environments.
They should support experiential learning and active engagement with inclusion concepts.
Research:
Tools should be reviewed for usability in educational contexts and should align with established engineering education practices.
They should be accessible to educators without requiring specialist technical expertise unless clearly supported.
Purpose:
Tools should help learners understand how engineering decisions and systems can have inclusive or exclusionary impacts.
They should support exploration of real-world engineering scenarios or simplified models of complex systems.
Presentation & clarity:
Tools should be clearly explained, including:
How they are used
What learners do
What outcomes are expected
How educators integrate them into teaching
Resources & guidance:
Where relevant, include:
User instructions
Supporting materials or datasets
Technical or pedagogical guidance
References to related resources
Format:
Tools should include:
Overview and purpose
Description of tool or simulation
Instructions for use
Required materials or setup
Teaching integration guidance
Optional reflection or assessment prompts
References and resources
Step 2: Before you submit, review this checklist
Before submitting, please check:
Does the tool clearly support learning about inclusion in engineering practice or teamwork?
Are the learning purpose and outcomes clearly stated?
Does it model engineering decision-making, systems, or user impact?
Are reflection or discussion prompts included?
Are instructions clear, step-by-step, and suitable for educators?
Is it clear how it is used in a teaching context (including timing and setup)?
Can it be used or adapted without specialist technical support?
Are any required materials, software, or setup clearly stated?
This section defines how tools must be delivered and accessed to ensure usability in real teaching environments.
Resources should be submitted as Word, PowerPoint, Excel, PDF, or clearly documented file formats
If digital, resources must be accessible via an existing external link (no new hosting required)
Submissions should not require new infrastructure, platform development, or hosted systems
Hosted platforms, subdomains, or custom-built web tools are not in scope for this phase
Tools must be accessible via an existing external institutional site, personal site, GitHub Pages, or other hosted location)
If a tool is downloadable, it must be fully self-contained and run without additional installation, setup or external dependencies unless explicitly documented.
Any required setup must be clearly explained in the submission document with step-by-step instructions.
Tools should be designed so they can be accessed and used by educators without requiring new infrastructure, hosting or platform development.
Where tools are hosted externally, they must be stable at the time of submission (no experimental or placeholder deployments).
Applied learning tools and simulations may be submitted as either:
A downloadable tool package (recommended format: .zip containing HTML/CSS/JS files or equivalent browser-based resource), or
A single-file browser tool (.html), or
An external link to a hosted tool (e.g. institutional website, personal site, GitHub Pages, or equivalent)
If you are submitting supporting documentation, it should be submitted separately as part of the submission and may include teaching guidance, instructions, reflection prompts, or assessment notes. These may be provided in .doc, .docx, .pdf, .pptx, or .xlsx format
Any images should be submitted in .jpeg, .jpg, or .png format
Tools must run directly in a browser or from the provided package without requiring installation, additional software, or hidden dependencies unless explicitly documented
Additional information:
Deadline: 8th August 2026
Licensing: To ensure that everyone can use and adapt the Toolkit resources in a way that best fits their teaching or purpose, this work will be licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Under this licence users are free to share and adapt this material, under terms that they must give appropriate credit and attribution to the original material and indicate if any changes are made
Teamwork and collaboration activities should be submitted in Word file format (.doc or .docx). Any corresponding images should be submitted in either .jpeg, .jpg or .png format.
To ensure that everyone can use and adapt the Toolkit resources in a way that best fits their teaching or purpose, this work will be licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Under this licence users are free to share and adapt this material, under terms that they must give appropriate credit and attribution to the original material and indicate if any changes are made
Psychological safety and inclusive teamwork tools should be submitted in Word file format (.doc or .docx). Any corresponding images should be submitted in either .jpeg, .jpg or .png format.
To ensure that everyone can use and adapt the Toolkit resources in a way that best fits their teaching or purpose, this work will be licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Under this licence users are free to share and adapt this material, under terms that they must give appropriate credit and attribution to the original material and indicate if any changes are made.
We welcome suggestions of existing resources that support inclusive engineering education, practice and outcomes.
If you would like to suggest links to pages or online resources that we can add to the Inclusive Engineering Toolkit Resource Library, please submit this through the resource suggestion route by emailing Crystal Nwagboso.
If you would like your existing resource to be considered as a featured contribution within the toolkit, please review the Call for Contributions briefs and submit it through the relevant contribution route.
Deadlines
Please register your interest in developing a resource bycompleting this form by 11th July 2026.
If you would like to become a reviewer for the toolkit (with structured review cycles running from late July to September 2026, and light input into October where needed), please complete this form (and tick ”Inclusive Engineering Toolkit”). We will take a flexible and iterative approach where possible. Where submissions are received earlier and reviewer capacity allows, review activity may begin ahead of the formal window to support workload distribution across the summer period.
Additional information
In undertaking this work, contributors will become part of the growing community of educators who are helping to ensure that tomorrow’s engineering professionals have the inclusive engineering knowledge and skills that they need to provide a better future for us all. Contributors will be fully credited for their work on any relevant Toolkit materials, and will be acknowledged as authors should the resources be published in any form. Developing these resources will provide the chance to work with a dynamic, diverse and passionate group of people leading the way in expanding engineering teaching resources, and may help in professional development, such as preparing for promotion or fellowship. We are unable to offer payment for contributions at this time. However, if you would otherwise be interested in developing a resource but would not currently be able to commit the required time, please let us know by emailing Crystal Nwagboso and we would be happy to keep in touch with you about opportunities in a future phase of the project.
As the Toolkit develops, further updates on additional resources and activities will be shared with the community.
Learn more about the Inclusive Engineering Toolkit
Those interested in contributing to future phases of the Inclusive Engineering Toolkit should fill out this formand we will be in touch.
Learn more about the Inclusive Engineering Toolkit,here.
Learn more about the members of the Inclusive Engineering Toolkit Expert Working Group, here.
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 EPC is delighted to announce the start of work on a landmark new initiative, in partnership with the Royal Academy of Engineering through the Diversity Impact Programme, which is funded by the Department of Science, Innovation and Technology, to create an Inclusive Engineering Toolkit. The toolkit will help educators embed equity, diversity and inclusion (EDI) principles into their teaching and professional practice.
Professor Sarah Sharples CBE FREng has agreed to chair the Inclusive Engineering Toolkit Expert Working Group, providing leadership and expertise to support the group’s development of the toolkit. The Inclusive Engineering Toolkit is due to be launched before the end of 2026 with a programme of enhancements over the following years.
Taking up the role, below, she celebrates the importance of the Toolkit and details how educators and industry experts can actively contribute.
Why is the EPC developing an Inclusive Engineering Toolkit?
Engineering has the power to shape the world we live in. But as societies become increasingly diverse, technical expertise alone is not enough. Future engineers must design solutions that are accessible, equitable and inclusive, ensuring innovation benefits everyone. Embedding inclusive design thinking into engineering education helps graduates work responsibly, creatively and fairly.
Many engineering educators did not receive formal training in fostering inclusive mindsets, or on how to embed inclusion into engineering practice, yet they are expected to prepare students for complex, real-world challenges. Without a focus on equity, diversity, and inclusion (EDI), engineering solutions risk unintentionally disadvantaging certain groups. Diverse perspectives, on the other hand, lead to stronger, more ethical, and adaptable outcomes.
The Inclusive Engineering Toolkit is being developed to address this need, turning research-informed recommendations into practical resources that help educators embed inclusive principles in their teaching and equip students to become ethical, collaborative, and globally aware engineers.
What will be in the Inclusive Engineering Toolkit?
The Inclusive Engineering Toolkit will be a free, open-access collection of teaching resources designed to support engineering educators in embedding equity, diversity, and inclusion (EDI) across their modules and programmes.
It will consolidate high-quality resources, signpost external materials and develop new content where required.
The suite of resources will equip educators with practical tools, strategies and guidance to embed equity, diversity and inclusion (EDI) principles into their lessons, modules, courses and programmes.
The Toolkit will focus on inclusive engineering outcomes, helping educators guide future engineers to design solutions, products, and systems that are accessible ethical and free from bias.
The Toolkit will include resources suitable for university-level engineering education contexts. Resources may include: Interactive teaching materials, such as case studies, interactive exercises, discussion prompts, lesson plans, project briefs and checklists. Practical guidance for fostering inclusive teamwork and problem solving, supported by real-world examples and classroom-ready resources. Guidance articles will explain key EDI-related issues, highlight existing resources and solutions, and encourage engagement with a network of academic and industry experts.Assessment tools to help educators evaluate the impact of inclusive practices.
The Toolkit’s resources will be ready to use in the classroom and designed for engineering educators at all levels of experience, including professors, lecturers and course leaders, with varying levels of familiarity and confidence in teaching EDI. Whether they are new to EDI-focused teaching or already incorporating inclusive approaches, educators will find materials that support the development of relevant knowledge, skills, and mindsets alongside practical suggestions grounded in educational best practice.
Where relevant, resources will be aligned with AHEP and QAA criteria and graduate attributes, helping educators demonstrate how inclusive principles can be integrated into engineering programmes and ensuring alignment with broader educational and professional frameworks
The resources are designed for a wide range of teaching formats, including online, hybrid, lecture-based and project-based learning, and the Toolkit is intended to grow and evolve over time, remaining responsive to the needs of educators and students.
How is the Toolkit being developed?
The Inclusive Engineering Toolkit is being created through a carefully considered, collaborative process to ensure it is practical, relevant and high-quality.
It will begin with a foundation of curated, existing high-quality resources contributed by a diverse group of academics and industry experts from multiple disciplines and perspectives across continents. This will be published and ready for use, allowing educators to start embedding inclusive principles immediately.
Building on this foundation, the Toolkit will expand over time, incorporating new resources and feedback from educators and students to ensure it continues to meet the evolving needs of the engineering education community.
Users will be invited to submit their own materials for review and inclusion, contributing resources, sharing best practice and engaging with a network of peers and experts.
This approach will ensure the Toolkit remains both immediately useful and adaptable for the future.
Who is involved in developing the Toolkit?
The development of the Toolkit will be managed by a Working Group of subject experts from academia and industry, put together by the EPC and the Academy.
The Planning and Scoping Group laid the groundwork for the Inclusive Engineering Toolkit, shaping the initial concept, generating ideas, and setting early priorities. Members included: Johnny Rich (Engineering Professors’ Council), Crystal Nwagboso (Engineering Professors’ Council), Stella Fowler (Engineering Professors’ Council), Chika Nweke (University College London), Irina Lazar (University College London), Karen Grayson (Royal Academy of Engineering), Genevieve Dobinson-Addo (Royal Academy of Engineering), Dawn Bonfield (Kings College London).I am delighted to be building on the excellent work of this group to now lead the delivery phase of the toolkit development. Members of the Planning and Scoping Group willcontinue to play a central role in guiding the toolkit’s active development, and together we now invite you to join us.
This is your opportunity to help us shape the toolkit, contribute ideas, guide content and ensure it becomes a valuable resource for all. We are currently seeking experts from academia and industry to join our Expert Working Group.
Two weeks ago, we hosted an inspiring webinar to launch our Inclusive Employability Toolkit and DEI Community of Special Interest, bringing together educators, researchers, policy experts, and professionals committed to advancing diversity, equity, and inclusion (DEI) in engineering. Here are five highlights:
1. Launch of the EPC’s DEI Community of Special Interest
Led by Dr Irina Lazar and Dr Chika Nweke, the EPC’s DEI Community of Special Interest is a professional community of Engineering Educators, Engineering Researchers, Engineering Education Researchers, Engineers, and Engineering Policy-related fields.
Our DEI Community is an open professional group for individuals and organisations interested in promoting, developing, and sharing best practice regarding the embedding of DEI in teaching, learning, research, organisational / institutional systems, processes, cultures, and communities.
Dr Irina Lazar and Dr Chika Nweke shared updates on upcoming events, next steps, and ongoing work. You can learn more about our DEI Community here.
Get involved: Read this article to learn how you can register your interest in joining our DEI Community.
2. Neurodiversity: All in for Engineering
Addressing inequality and exclusion in engineering for those who think differently requires momentum for a movement, not just a research project.
The EPC’s leadership and experience empower the Neurodiversity: All in for Engineering campaign, amplifying the knowledge and skills of the Engineering Academics Network.
We’re co-designing the Neuro-Inclusion Maturity Framework with and for the neurodivergent community, using working groups, a Delphi panel, and champion-led campaigns to map existing resources and sector needs.
Over 100 contributors, supported by Stella Fowler, collaborate in communities of practice to maintain engagement; a recent workshop in Scotland confirmed the community’s commitment to providing shared resources alongside the framework.
Coming soon: the launch of the framework – join this community-driven initiative by contacting Stella Fowler and be part of shaping a truly neuro-inclusive engineering sector.
Learn more about our Neurodiversity: All in for Engineering campaign here.
3. The Inclusive Employability Toolkit
Co-led by Dr Anne Nortcliffe and Crystal Nwagboso, the Inclusive Employability Toolkit is a resource designed to help engineering educators integrate EDI principles and practices in engineering, computing, design and technology – across education, employer engagement, career preparation, and progression into the workplace.
Supported by Canterbury Christ Church University, Equal Engineers, The Royal Academy of Engineering, and Wrexham University.
Coming soon: a practical How-To Guide / Case study to help integrate the activities with ease, and offering real-world examples of how the toolkit has been used by academics and students.
Have you used the Inclusive Employability Toolkit yet? Please let us know by contacting us!
4. Updates from the The Royal Academy of Engineering’s Diversity Impact Programme (DIP)
Aim: To inspire change in university engineering departments so all students succeed and engineers from diverse backgrounds continue to enhance the profession.
Achievements to date: 22 large-scale projects, 2.7k+ student beneficiaries, grants of up to £100k, 9 How-To guide awardees, and an active community of practice.
Next steps: 9 How-To guides coming this month, a new EDI Education Toolkit in development with EPC, and upcoming Changemaker projects – call for proposals soon.
5. What’s Next for the DEI Community?
Plans for upcoming events in 2026 and collaborative opportunities were shared, with invitations for individuals and organisations to get involved. See herefor more details.
A huge thank you to everyone who joined us. Together, we can build a more inclusive future for engineering.
What’s your key takeaway from the webinar? Share your thoughts in the comments section below and continue the conversation on our Discussionspage.
Update: This community was previously known as the DEI Community and has now been renamed the EDI Community.
To register, and find out more about the programme and speakers, click here.
This event will showcase how these initiatives support inclusive practices in engineering, computing, design and technology – across education, employer engagement, career preparation, and progression into the workplace.
During the event, you’ll experience a live demonstration of the EPC’s new Inclusive Employability Toolkit, offering a first-hand look at the resources and activities designed to help engineering educators integrate EDI principles and practices in engineering, computing, design and technology – across education, employer engagement, career preparation, and progression into the workplace. Additionally, we’ll walk through the toolkit’s design, showcase the new resources, and share insights from students and partners who helped shape it. It’s a great opportunity to learn more and ask questions.
We’ll also introduce the DEI Community of Special Interest – a professional network committed to advancing diversity, equity, and inclusion in teaching, research, institutional systems, and engineering culture. You’ll hear more about its aims, upcoming events, and how to get involved in shaping a more inclusive future in engineering and beyond.
In addition to these two initiatives, you will receive a comprehensive overview of the neuro-inclusion work we have been diligently advancing through our Neurodiversity: All in for Engineering campaign.
You’ll also hear from one of our valued supporters, the Royal Academy of Engineering, who will be sharing information about their impactful Diversity Impact Programme (DIP).
This is a great opportunity to explore practical tools, connect with like-minded professionals, and learn how you can contribute to DEI efforts within your institution or organisation.
Update: This community was previously known as the DEI Community and has now been renamed the EDI Community.
Objectives: To equip learners with the skills to successfully navigate digital and traditional recruitment processes for engineering roles. This includes demonstrating EDI, technical, and employability skills using the STAR framework; tailoring CVs for AI and Applicant Tracking Systems (ATS); and preparing for aptitude and abstract reasoning tests through targeted practice to enhance problem-solving and analytical abilities.
Introduction: Large national and international employers use digital application processes to recruit graduates. These digital applications aim to capture personal details, education, and work experience. Reflect on your experiences to demonstrate your EDI, employability, and technical skills applied using the STAR (Situation, Technique, Action, and Result) framework. Smaller and medium enterprises typically seek cover letters and CVs.
Topic: Navigating digital recruitment in engineering: CVs, AI, and aptitude tests.
Keywords: Equity Diversity and Inclusion; Employability and skills; Problem solving; Assessment criteria or methods and tools; CVs and cover letters; Digitalisation; Artificial intelligence; Information and Digital literacy; Communication; Technical integration; Writing skills; Inclusive or Responsible design; Neurodiversity; Curriculum or Course; Computer science; Computing; Engineering professionals; Professional development; Recruitment; Digital engineering tools; Business or trade or industry; Workplace culture
Master the art of applying for engineering computing jobs
In the video below, Professor Anne Nortcliffe explains how to develop expertise in securing engineering computing positions by demonstrating technical proficiency and employability skills through well-supported, evidence-based responses.
Video summary:
Master the art of applying for engineering computing jobs by showcasing both technical and employability skills through evidence-based responses.
Key insights:
⚙️AI in hiring: Understanding that many companies use AI for initial screenings emphasizes the need for clear, evidence-based answers in applications.
✏️Individual contributions: Highlighting personal achievements rather than team efforts showcases leadership and initiative, key traits employers seek.
💡Interpersonal skills: Employers value teamwork and leadership; demonstrating how you’ve influenced others highlights your potential as a valuable team member.
Diversity matters: Bringing unique social perspectives into projects can lead to more inclusive solutions, making your application stand out.
⭐STAR methodology: Using the STAR method helps structure your experiences into compelling narratives, making it easier for employers to assess your qualifications.
🗒️Tailored applications: Customising your CV and cover letter for each job application reflects your genuine interest and ensures relevance to the employer’s needs.
📚Professional etiquette: Ending your application with gratitude and a clear call to action maintains professionalism and shows your enthusiasm for the role.
AI and Applications
To navigate digital recruitment, it’s crucial to understand AI’s role in candidate screening. Tailor your CV to pass AI and Applicant Tracking Systems (ATS) using resources that provide insights into keywords, formatting, and strategies. This enhances your visibility and competitiveness in the digital recruitment process.
Please note that after clicking these links, you will need to create a free account on the external website to access the materials.
CV and Covering Letter
CV templates to support students and graduates to stand out and highlight their engineering and technology capabilities, especially when applying to Small and Medium Enterprises (SMEs) that do not use AI recruitment tools.
For applications to large corporations that use AI recruitment tools, it is recommended:
Use a plain text CV.
Include a web link to your LinkedIn profile or personal portfolio showcasing your engineering and technology capabilities.
Digitally watermark all items in your portfolio to protect your intellectual property (IP).
Aptitude and Abstract Reasoning Test
If your digital application is successful you will be typically invited to complete an aptitude and abstract reasoning tests to evaluate candidates. To excel, practice brain training exercises and brain teasers to enhance problem-solving, critical thinking, and analytical skills. Regular practice with similar questions boosts confidence and performance, improving your chances of passing these tests and standing out in the recruitment process.
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.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
Objectives: This activity aims to equip students with strategies to thrive in video interviews.
Introduction: Our mission is to empower students with tips to excel in video interviews. This interactive challenge provides tailored advice to leverage your strengths and navigate digital recruitment challenges. Get expert guidance for in-person, video, and telephone interviews with recruiters. Learn about optimal lighting, assessment centres, and holistic interview practices.
Topic: Mastering video and virtual interview skills with inclusive preparation strategies.
Keywords: Neurodiversity; Equity Diversity and Inclusion; Interviews; Recruitment; CVs and cover letters; Digitalisation; Communication; Employability and skills; Accessibility; Professional development; Professional conduct; Digital engineering tools; Artificial intelligence; Virtual Learning Environment; Personal or professional reputation; Student support; Technology; Assessment criteria or methods and tools; Bias.
How to optimise your interview setup and presence
Watch our featured video from Wenite (below) for expert tips on optimising your interview setup and presence.
Video summary:
Being well-prepared for job interviews is essential for making strong impressions, boosting confidence, and gaining a competitive edge.
Highlights:
🎯Importance of preparation: Crucial for first impressions and confidence.
👔In-person tips: Dress appropriately, mind body language, and plan travel.
💻Virtual interview prep: Ensure tech works, choose a quiet space, and test the platform.
📞Phone interview strategies: Use notes wisely, maintain vocal clarity, and avoid distractions.
🌟STAR technique: A framework for answering behavioural questions effectively.
🏢Research the company: Align your values and goals with the organisation to show genuine interest.
❓Prepare questions: Have smart, relevant questions ready for the interviewer.
Key insights :
🔍First impressions matter: A strong initial impression can set the tone for the entire interview, making preparation vital.
💪Confidence through practice: Thorough preparation helps articulate thoughts clearly, enhancing confidence during interviews.
🏆Competitive edge: Detailed preparation allows candidates to showcase unique skills and experiences, differentiating them from others.
🎥Adapt to formats: Each interview type requires a tailored approach, from dressing well for in-person to testing tech for virtual formats.
📖Utilise the STAR technique: This adaptable framework helps structure responses to behavioural questions, ensuring clarity and relevance.
🌐Company research is critical: Understanding the company’s values and strategies can help align your responses and demonstrate genuine interest.
❓Engaging questions matter: Thoughtful questions reflect your interest in the role and provide insights into the company culture and expectations.
Lights, camera, action!
A profile picture or video interview is often your first impression on a potential employer. Ensure you convey professionalism, approachability, and confidence, especially with proper lighting for accurate representation. AI tools can optimise your appearance by adjusting lighting and camera settings for accurate colour representation, helping you present your best self.
When preparing for a job interview, ensure the process is accessible to all candidates by requesting reasonable adjustments, like receiving interview questions beforehand. Approach employers with confidence and professionalism, clearly explaining how these adjustments will help you perform at your best. Proactively advocating for such adjustments fosters a more inclusive environment for all applicants.
The following is a mapping of neurodiversity traits to their corresponding strengths mapped to UK Engineering Council Specification of professional engineering skills. This can aid in job applications and interview preparation, as evidence of applied neurodiversity strengths can demonstrate engineering and employability skills: Neurodiversity Strengths Mapping
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.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
Objectives: This activity is our guide to navigating assessment centres, offering tips and strategies tailored to empower underrepresented groups and help you be prepared, authentic self, stand out and succeed.
Introduction: Assessment centres have been a key part of graduate recruitment since the 1950s, originally developed to evaluate leadership potential in military officers. Today, they are widely used by employers to assess candidates through group tasks, interviews, and individual exercises. This activity serves as a practical guide to help you navigate assessment centres with confidence. With a focus on empowering underrepresented groups, it provides tips and strategies to help you prepare effectively, present your authentic self, and stand out in a competitive selection process.
Topic: Standing out with confidence at assessment centres: a guide to preparation, authenticity, and success.
Keywords: Problem solving; Employability and skills; Communication; Leadership or management; Collaboration; Digitalisation; Professional development; Writing Skills; Equity, Diversity and Inclusion; Neurodiversity; Inclusive or Responsible design; Recruitment; Business or trade or industry; Workplace culture; Information and Digital literacy; Artificial Intelligence.
An immersive experience
Getting startedWhat to expect An employer’s guide What are assessment centre activities?
Click on each accordion tab to explore videos that guide you through navigating assessment centres, offering tips and strategies designed to empower underrepresented groups and help you prepare, be your authentic self, stand out, and succeed.
Video summary:
This video was produced by The Careers Chat, a platform associated with Warwick University, provides an overview of assessment centres used by graduate recruiters. It discusses various tasks designed to evaluate candidates’ skills in action, offering insights into the selection process and tips for preparation.
Key insights:
🌟 Always be mindful that you’re being assessed – from the moment you arrive until you leave. Maintain a professional and approachable demeanor to leave a lasting positive impression.
🤝 View fellow candidates as collaborators, not competitors. Respect their perspectives and engage in teamwork; remember, it’s possible that everyone could be offered a role.
💼 Keep in mind that the tasks are tailored to the role you’re applying for. Be authentic, and the skills you’ve already highlighted in your application will naturally stand out.
Video summary:
Assessment centres are crucial for graduate recruitment, involving various tasks to evaluate candidates’ skills through collaborative activities.
Key insights:
🎓 Real-time evaluation: Assessment centres provide an opportunity for recruiters to observe candidates in action; skills, interpersonal dynamics and teamwork.
📅 Duration and format flexibility: Be prepared and mentally ready for either a half-day or full-day assessment face to face or online.
📝 Diverse assessment tasks: Wide range of tasks, from essays to presentations, means candidates should practice and be adaptable to showcase different skills.
🤝 Collaboration over competition: Viewing fellow candidates as collaborators rather than competitors can foster a supportive atmosphere, better outcomes for everyone.
🌈 Authenticity matters: Presenting genuine skills and authentic experiences rather than trying to fit a mould can make candidates stand out and connect with recruiters.
🚪 Professionalism is key: From the moment you arrive until you leave, maintaining a professional demeanour leaves a lasting impression, and suitability for the role.
💡 Preparation is essential: Familiarising oneself with the specific tasks related to the job application can boost confidence and performance, and draw upon relevant skills.
Video summary: An assessment centre evaluates candidates through various exercises to assess teamwork, problem-solving, and fit within the company culture.
Key insights:
🔍 Assessment centres are designed to simulate real work environments, helping employers see how candidates fit into team dynamics and your ability to collaborate.
🧠 Psychometric tests may be retaken during the assessment, so candidates should be prepared to demonstrate their logical reasoning and numerical skills in person.
🗣️ Group exercises focus on problem-solving as a team, the process is more important than the outcome, opportunity to show your communication and leadership skills.
🎤 Presentations, whether in groups or individually, evaluate public speaking and the ability to synthesize complex information into clear solutions.
🎭 Role-play exercises test candidates’ client-handling skills and ability to provide solutions under pressure, highlighting their problem-solving approach.
🤝 Lunch and breaks are part of assessment, are an opportunity to network, and demonstrate your informal communication skills that could influence your success
📊 You need to demonstrate understanding and applying the company’s core values and meeting their desired competencies effectively throughout the process.
Resources
Access our University Career Services Library to connect with your university’s career services and take advantage of employability training opportunities, such as mock assessment centre sessions.
Thornton et al (2019) research concluded to prevent gender and race bias at assessment centres, employers must implement rigorous development and practices to counter both conscious and unconscious biases.
The video offers tailored guidance specifically for international students.
Acing virtual assessment centres: future you webinar:
As part of their Future You webinar series, Prospects hosted a session titled Acing Virtual Assessment Centres on Tuesday, 20th April 2021. The webinar offers valuable insights, practical tips, and expert guidance to help students confidently navigate virtual assessment centres. Watch the video below to gain useful strategies and boost your preparation. Aldi, Arcadis and Police Now Recruiters advice for preparing for Virtual Assessment centres.
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.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
Objectives: Engage in EDI events, workshops, and networks to deepen your understanding of diversity, inclusion, and social responsibility. Gain real-world insights from industry videos and leverage volunteering, placements, and networking to enhance employability and refine career goals. Use diverse work experiences for self-discovery, embrace unexpected roles for growth, and reflect on past experiences to clarify future career decisions. These steps will guide your personal and professional development.
Introduction: Embracing lifelong learning, the journey of understanding and implementing Equality, Diversity, and Inclusion (EDI) is continuous. By consistently learning, reflecting, and applying these principles in all areas of life, you foster growth that benefits both yourself and those around you.
Topic: Enhancing career growth and social responsibility through active engagement in EDI events, networks, and diverse work experiences.
Keywords: Equity, Diversity and Inclusion; Social responsibility; Professional development; Employability and Skills; Collaboration; Leadership or management; Gender; Networking; Neurodiversity; LGBTQ+.
Social responsibility
Video summary:
Ammaarah Ravat, a compliance engineer at Cummins, emphasizes community involvement and the value of diverse experiences in shaping career paths.
Key insights:
🌟 Importance of social responsibility: Engaging in community service reflects a commitment beyond job duties, showcasing character and values.
🔍 Role of volunteering: Actively participating in local initiatives can enhance employability and illustrate one’s dedication to societal betterment.
🚀 Value of industrial placements: Gaining diverse experiences during placements enables students to refine their career goals and professional interests.
💼 Self-discovery: Working in varied roles helps individuals identify their strengths and preferences, guiding future career decisions.
🌐 Networking opportunities: Building a professional network during internships is crucial for career advancement and finding new opportunities.
🎯 Open-minded approach: Embracing unexpected job roles can lead to personal growth and a better understanding of the industry.
🤔 Reflection on experiences: Analysing past roles helps clarify what one wants and doesn’t want in their career path, aiding future choices.
Resources and support
To support your journey, we’ve curated resources from Wenite, Equal Engineers. We’ve also developed a University Career Services Library – a curated collection of links to career centers at various universities, providing direct access to valuable tools, guidance, and opportunities to support your career growth.
University Career Services Library:Access our comprehensive library of links to university career services and explore a wide range of valuable resources.
Wenite: Articles, interviews, and challenges showcasing diverse voices.
Equal Engineers: Engineering-specific EDI resources, mentorship, and job listings.
Engage in EDI events, workshops , and networks
We invite you to participate in upcoming EDI-focused networks, events, and workshops:
AFBE – Association for Black & Minority Ethnic Engineers
Click on each accordion tab to hear from some of our industry collaborators. These videos offer valuable insights into real-world experiences and perspectives that can enhance your understanding of the field.
Video summary:
Susan Hawkes, a technician at Berry Range Limited, promotes engineering diversity and emphasizes the importance of mental health within her family-run company.
Key insights:
🌟Technicians matter: Technicians like Susan play a vital role in engineering, yet often lack recognition. Elevating their status can enhance the industry.
🤝Diversity drives progress: Promoting diversity in engineering creates innovative solutions and reflects the society we serve, making it imperative for future growth.
🏢Company culture counts: A supportive work environment that values mental health contributes to employee satisfaction and retention, which is essential in a demanding industry.
👩⚕️Mental health focus: Addressing mental health proactively fosters a healthier workforce and can lead to improved productivity and morale.
🌐Women in engineering: Encouraging more women to join institutions like ICE can lead to a more balanced workforce and bring fresh perspectives to the field.
🗣️Networking opportunities: Engaging in networking events can open doors for collaborations and mentorship, crucial for career development in engineering.
🌍Leadership representation: Having diverse leaders in organizations, such as the female president of ICE, inspires future generations and promotes inclusivity in the field.
Video summary:
Stewart Eyres discusses the mission of Equal Engineers to create a diverse, equitable, and inclusive approach to engineering recruitment and support.
Key insights:
🌈Diversity in engineering: Equal Engineers addresses the need for a diverse workforce in engineering, recognizing varied perspectives enhance innovation and problem-solving.
🎓Collaboration with universities: Partnering with educational institutions fosters a pipeline of diverse talent, ensuring that engineering education aligns with industry needs.
🤝More Than recruitment: The agency goes beyond traditional recruitment by actively working with companies to make their environments more welcoming for diverse candidates.
📊Support for new recruits: Regular follow-ups with new hires help to verify that companies meet their commitments, creating a supportive onboarding experience.
🌟Empowering ambition: Stuart encourages aspiring engineers not to settle for their first job but to seek roles that truly fit their skills and aspirations.
🔍Job market opportunities: With a shortage of engineers, there is an abundance of opportunities available, inviting candidates to be proactive in their job search.
💼Thriving in the workplace: Creating an inclusive environment allows diverse employees to contribute their unique strengths, benefiting both the individual and the organisation.
Video summary:
Jordan Hannah discusses supporting apprenticeships in engineering, emphasizing the need for employer engagement and practical experience in the field.
Key insights:
🌱Employer responsibility: Companies should actively engage with apprentices, helping with career development rather than just completing their training period. This fosters a sense of loyalty and ensures a skilled workforce.
🏗️Diverse engineering paths: Engineering encompasses a wide array of disciplines, from infrastructure to technology. Embracing this diversity can open numerous career opportunities and attract a broader range of talent.
📆Structured development: A well-planned apprenticeship program provides a roadmap for apprentices, enhancing their job security and professional growth, which can lead to higher retention rates.
🧠Importance of employability skills: Engineers must cultivate soft skills like communication to effectively collaborate with non-technical stakeholders, underscoring the interdisciplinary nature of modern engineering roles.
🚀Encouragement to experiment: Encouraging students to explore various engineering roles can lead to a more informed career choice, highlighting the importance of practical experience in shaping interests.
🔄Learning from dislike: Understanding what one does not enjoy can be just as valuable as knowing what one does like, guiding future career decisions and improving job satisfaction.
📈Continuous support: Post-apprenticeship support is crucial for young professionals, ensuring they transition smoothly into their careers and feel valued by their employers.
Ready to take the next step?
Your commitment to EDI creates a more inclusive, equitable, and diverse world. Continue engaging with these principles to embrace the challenges and opportunities in both personal and professional life. Let’s move forward together.
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.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
We’re excited to announce that we’ve been working hard behind the scenes on our brand-new Inclusive Employability Toolkit, our resource designed to help engineering educators integrate EDI principles and practices in engineering, computing, design and technology – across education, employer engagement, career preparation, and progression into the workplace.
We will be previewing the toolkit at our in-person event, EAN Congress 2025: Realising the vision, next week (Monday 9th June – Wednesday 11th June 2025), followed by the official launch on Wednesday 3rd September 2025, during our live webinar.
What is the Inclusive Employability Toolkit?
The Inclusive Employability Toolkit, formerly known as the EDGE Toolkit, was originally developed in partnership with Canterbury Christ Church University, Wrexham University, and Equal Engineers. Following funding from the Royal Academy of Engineering, the two universities have now collaborated with the Engineering Professors Council to relaunch the resource under its new name. This newly relaunched version has been redesigned and enhanced to improve the toolkit’s usability and ensure wider accessibility for students, educators, and employers alike.
This toolkit is more than a set of activities – it’s a strategic resource for students, graduates, academics, employers, and managers. It provides tools to develop the employability skills needed for graduate-level roles and long-term career progression in STEM fields.
At the heart of the toolkit is a focus on inclusion, diversity, and the power of bringing your authentic voice – especially social minority experiences – into the world of work.
What’s available now?
While we continue to develop some of the toolkit’s additional features, we’re pleased to share that the core activities are ready to use now. These include a range of twelve interactive resources – including a game – labelled Activities A through L, that are ideal for embedding into session planning or curriculum development. Each activity has been thoughtfully designed to deepen your understanding and practical application of Equity, Diversity, and Inclusion (EDI) principles across a range of academic, professional, and social contexts.
These activities are intended to challenge you to think critically, reflect on real-world scenarios, and consider your own experiences, assumptions, and behaviours through an EDI lens. Through engaging with these exercises, you will:
Explore key EDI themes, such as unconscious bias, inclusive language, accessibility, intersectionality, and allyship
Apply EDI concepts to realistic situations you may encounter in university life, the workplace, or broader society
Build self-awareness and gain insight into your own perspectives and responsibilities within diverse communities
Develop practical strategies for fostering inclusivity and equity in your academic and professional environments.
We have also developed a new addition to the toolkit: a University Career Services Library, where you can find direct links to the career services of 96 EPC affiliated universities. This library serves as a valuable starting point for exploring career development support, including workshops, employment opportunities, internships, mentoring schemes, and other services available through your university.
Whether you’re just beginning to explore inclusive employability or looking to enhance your existing practices, these activities provide a strong foundation for understanding and applying EDI (Equality, Diversity, and Inclusion) in your teaching or workplace environment.
What’s coming next?
We’re currently finalising the rest of the toolkit, which includes:
A practical How-To Guide / Case study to help integrate the activities with ease, and offering real-world examples of how the toolkit has been used by academics and students.
This resource will be published in September, following our official webinar launch.
Join us at the official launch
Date: Wednesday 3rd September 2025 @ 1pm – 2.30pm
Event: Webinar: Introducing the Inclusive Employability Toolkit and Launching the EPC’s DEI Community of Special Interest
At the webinar, you’ll experience a live demonstration of the Inclusive Employability Toolkit. We’ll walk through the toolkit’s design, showcase the new resources, and share insights from students and partners who helped shape it. It’s a great opportunity to learn more and ask questions.
We’ll also introduce the DEI Community of Special Interest – a professional network committed to advancing diversity, equity, and inclusion in teaching, research, institutional systems, and engineering culture. You’ll hear more about its aims, upcoming events, and how to get involved in shaping a more inclusive future in engineering and beyond.
The Inclusive Employability Toolkit marks the beginning of an exciting journey. Beyond September, we’ll be adding more materials, and creating opportunities for users to contribute, collaborate, and share feedback.
If you’d like to stay informed or get involved, you can register your interest here. We’ll ensure you’re among the first to hear when we begin accepting resources and sharing new opportunities to engage with the toolkit. We’d love to have you on board as we continue working towards a more inclusive and equitable future in engineering and technology.
A shared commitment to inclusion
At its core, this toolkit reflects our shared belief that diversity is not just an asset – it’s essential to innovation and progress. By engaging with the Inclusive Employability Toolkit, you’re not just using a resource – you’re joining a community committed to equity, diversity, and inclusion in engineering and beyond.
We invite you to explore the activities, join our September launch, and be part of the movement. Let’s work together to build a profession – and a future – that values every voice.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
Objectives: To equip learners with the skills to successfully navigate digital and traditional recruitment processes for engineering roles. This includes demonstrating EDI, technical, and employability skills using the STAR framework; tailoring CVs for AI and Applicant Tracking Systems (ATS); and preparing for aptitude and abstract reasoning tests through targeted practice to enhance problem-solving and analytical abilities.
Diversity matters: