STS scholars are increasingly involved in teaching courses about societal and environmental issues in relation to science and technology within STEM fields. This opens opportunities for supporting capacities of critique in technoscientific communities but has also met the worry that such teaching is a way of importing critique without embedding it in respective cultures of research and communities of practice. In this panel, we want to exchange on practices and conditions that support capacity for critique in teaching in such embedded ways. Discussion of these issues seems particularly urgent as normative underpinnings of some tech communities seem to be changing (e.g., tech bro culture, dismantling of DEI and Ethics programs), and populistic policy-makers are calling for restricting teaching content (US) and blacklisting teachers (AT), therewith articulating aims of narrowing down resources for critique in higher education. This interactive session consists of semi-structured group discussions based on vignettes addressing normative issues in STS teaching. Participants will elaborate on their own experiences in facing these challenges and in understanding how the kinds of critique STS has to offer can be brought to teaching in STEM fields. We ask how STS resources can be transformative of how normative issues are addressed in STEM fields and support capacities of imagining alternative futures. We also ask what “supporting critique” can legitimately mean in teaching contexts: Does it mean to enable more conscious decisions on value-based aspects in science and technology, or also to normatively argue for values that we perceive as emancipatory?