Empathy has been discussed as a relevant human capability in software engineering, particularly in activities that require understanding users, stakeholders, and the societal implications of technological systems. This relevance becomes more pronounced in the context of artificial intelligence, where software increasingly participates in decisions that affect diverse individuals and communities. However, limited guidance exists on how empathy can be integrated into technical software engineering education in ways that connect with the development of AI-enabled systems. This study investigates teaching practices that educators use to incorporate empathy into software engineering courses. Using qualitative analysis of educator-reported practices, we identified five categories through which empathy is operationalized within technical coursework: societal framing of AI systems, fairness and accessibility considerations in design and evaluation, representation of diverse users, stakeholder role awareness and responsibility, and structured reflection and feedback during development processes. The findings indicate that empathy can be embedded within core development activities rather than taught as a separate topic, enabling students to reason about bias, accessibility, accountability, and the societal consequences of AI technologies. These results contribute a structured view of how empathy-oriented practices can be incorporated into software engineering education to support the preparation of students who will develop AI-enabled systems.

翻译：共情已被讨论为软件工程中一项相关的人类能力，尤其是在需要理解用户、利益相关者以及技术系统对社会影响的活动中。这种相关性在人工智能背景下变得更加显著，因为软件越来越多地参与到影响不同个体和社区的决策中。然而，关于如何将共情整合到与技术性软件工程教育（特别是与AI赋能系统开发相关联的部分）中的指导仍然有限。本研究调查了教育者用于将共情融入软件工程课程的教学实践。通过对教育者报告实践的定性分析，我们识别了共情在技术课程中的五种操作化方式：AI系统的社会框架构建、设计与评估中的公平性与可及性考量、多样化用户的代表性、利益相关者角色意识与责任，以及开发过程中的结构化反思与反馈。研究结果表明，共情可以嵌入到核心开发活动中，而非作为独立主题进行教学，从而使学生能够推理关于偏见、可及性、问责制以及AI技术的社会后果。这些成果为如何将共情导向的实践纳入软件工程教育提供了结构化视角，以支持培养将开发AI赋能系统的学生。