We can see an uprising trend in various initiatives around the world in order to increase awareness of the role that values play in design (see e.g., Knobel & Bowker, 2011; Nathan et al., 2008). Although this has been a strong research tradition, e.g., initiatives such value sensitive design (Friedman, 1996; Friedman & Hendry, 2019), values in design (Nissenbaum, 2005), values at play (Belman et al., 2009; Flanegan & Nissenbaum, 2014), values-led participatory design (Iversen et al., 2012), we now also see this trend in higher education curricula (Hendry et al., 2020). Identifying ethical and social dilemmas is currently becoming a part of the explicit learning goals in a growing number of university courses aiming to contribute to sustainable and ethical development. However, there is still a lack of educational resources to support such teaching, and a clear articulation of what characterises progression towards becoming a responsible and ethical designer is largely missing.