Societal challenges are often complex and multifaceted, with solutions that are not simply “right or wrong”, but rather “better or worse”. These can often be presented as wicked problems and addressing them requires critical thinking, ethical reasoning, and the ability to navigate uncertainty and conflicting interests. Future engineers will need to evaluate the broad sustainability implications of new technologies that are being developed or applied in new ways. We designed and implemented wicked problems as exercises within the new interdisciplinary LTH course Air, Particles and Health. Each problem started from an engaging, real-world issue and incorporated diverse stakeholder perspectives to highlight conflicting interests. Each student chose a stakeholder to represent. At the sessions, students first met in homogeneous stakeholder groups to develop their arguments. After that, students assembled into mixed groups with one representative per stakeholder —to discuss and seek common ground and solutions. Each group then presented their conclusions in the full class. A brief written evaluation was carried out after the exercise session and free text answers in CEQ were analysed. The student´s feedback was that the wicked problem sessions were an important complement to other learning activities in the course. Several good suggestions were received from the students to further develop the wicked problems sessions.