This paper explores the use of audio-visual media as a tool for advancing an inclusive approach to engineering education. In a world marked by increasing division, engineers must possess not only technical skills but also a critical understanding of the broader social and political contexts in which they operate. Issues such as social justice, strategic warfare, and systemic power structures provide ethical problems that affect engineering practice. Western engineering curricula effectively develop technical expertise, business acumen, and communication skills. Yet, the social, cultural, and ethical dimensions of the profession remain often overlooked, aspects which have contributed to gender imbalance, exclusionary cultures, and a declining talent pipeline. Screen media offer an innovative method to address these gaps. Drawing on a university module designed and taught by the author, the paper presents three structured teaching sequences built around feature films. These interactive sessions focus on media portrayals of engineers, gender asymmetries, and the humanmachine relationship. Each sequence includes curated film clips, group activities, guided discussions, and follow-up assignments that encourage critical engagement. By integrating film into engineering education, the approach fosters ethical awareness and cultural sensitivity, enabling students to reflect on their identities as future engineers and support the development of more inclusive and socially responsive engineering practices. Ultimately, this work aims to empower students to challenge dominant narratives and become agents of change in fostering diversity and equity within their field.