Purpose <p>Engineering can have far-reaching societal impact. Hence, engineering education needs to strike a balance between technical and social training. Unfortunately, there is still a large gap in sociotechnical education of engineering graduates, caused by cultural and logistical challenges. This study aims to address this gap through a novel pedagogical framework that draws inspiration from the social cognitive career theory. This highly structured approach embeds social impact training within technical instruction. Using active learning, and case-based pedagogy, the framework provides students the opportunity to envision the technical, social, and environmental outcomes of biomedical engineering decisions, while boosting self-efficacy as future engineers.</p> Methods <p>In our framework, active learning modules are streamlined within case studies that address questions related to biomedical devices, specifically, material properties, biocompatibility, and ethical considerations of device design. To test the success of our framework we gathered multiple types of data, including, surveys, exam questions, written reports, etc. for three consecutive years. Data was analyzed using a mixed methods approach, for example, Likert analysis of survey data, content analysis of student submissions, and rubric analysis of student exams and reports.</p> Results <p>Results show a significant increase in student confidence level, with respect to material properties, device design, and biocompatibility testing, post execution of our framework. Results also indicate that the framework was instrumental in inducing student understanding and appreciation of the social and environmental impact of engineering decisions.</p> Conclusions <p>Active learning enhanced case-based learning (ALM-enhanced CBL) framework provides self-efficacy with respect to engineering skills and enhances sociotechnical education.</p>