IO1, the literature review, was designed to develop a state-of-the-art as to the role of ecological ethics within technological education. Through a transdisciplinary approach, IO1 sought to understand the diverse ways in which ethics is presently taught in technological education, and to what extent, and by whom, there are efforts to develop this. It aimed to outline the different approaches to environmentalism as well as ecological thinking within technological education and to problematise these approaches, opening the door for a more profound consideration of the intersections between techne and ecology. Additionally, the IO developed a workshop, nicknamed The Tree, in which participants were able to establish a mutual understanding of ecological ethics and a working set of terms to describe and collaborate.

IO2, the Code of Conduct, sought to define the ways that we can establish collaboration, bearing in mind radically different philosophical, disciplinary, and sociocultural worldviews. In the end, the Code of Conduct can be seen as a tool that may be given to any party seeking to engage in transdisciplinary and cross-cultural collaboration. It serves as a guide to regulate interaction based on a series of key ethical values that can be agreed upon by the parties. In addition to the Code of Conduct, IO2 also produced an Inclusivity Code. This was to extend the consideration and care of working groups beyond the rubrics of discipline and culture and into notions of the multi-species other. Given the goal of the project is the development of ecological ethics, the consistent incorporation of the perspective of the multi-species other was essential.

IO3, the Teacher Training Program sought to develop a modular program that could be delivered across the EUt+ and beyond. This program intends to firstly provide educators from a variety of different disciplines a base knowledge in contemporary ethics, ecology, and philosophy of technology. It then provides them with a variety of pedagogical tools suited to the teaching of ecological ethics. Throughout IO3, we worked very closely with Professor Shannon Chance and the SEFI special interest group responsible for the Handbook of Engineering Ethics Education to ensure that this module would be in-line with contemporary technological education methods. The final module is a 5 ECT accredited module than can be delivered in a mixture of embedded and standalone classes. The outcome and assessment of the module then involve the production of further pedagogical tools, that once peer reviewed, contribute to the EthiCo online toolkit.

IO4, focusses on student facing education. Designed to be able to be applied to any discipline and to be robust and flexible enough to be taught either in integrated longer periods or in the form of short intensive studies, IO4 is a 15 ECT accredited module designed to equip learners with the tools needed to critically analyse thematics and scenarios through an eco-ethics lens. The module instructs students on the use of different analytical tools to foster their capacity for complex philosophical and ethical thinking.

By establishing these four categories, EthiCo has achieved a set of tools, frameworks, documents, and modules that are at the forefront of ethics in technological education. It offers the necessary guidelines for collaboration and the further design of intellectual tools.