This essay historically evaluates the development of the techno-literacy issue, the demand for which surfaced in the engineering education reform around 1990, especially in the 1989 report, Engineering Education in the Transitional Phase. In the discussion, techno-literacy was based on engineering design theories, and in a broader sense, included the study of humanities and social sciences to cultivate well-balanced judgment with a broader knowledge of artificially systematized societies. In the late 1990s, the discussion faded into oblivion, with an increased focus on engineering ethics. However, similar discussions have been raised since the 2000s, emphasizing technological innovation with citizen participation. Given the historical analysis, it is possible to consistently understand Japan’s introduction of social technology (or sociotechnology) and ELSI in the 2000s and provide guidelines for developing engineering ethics education as a liberal arts subject.
