Purpose: The purpose of this paper is to show a practical case of dialogic web-based learning that has provided a set of questions analysing two complex technological projects in "southern" countries with effects on multicultural equity. Design/methodology/approach: Structured online review processes in multicultural and systems science curricula allow for high density of literature-based reflection and analysis. Findings: The entirety of the set of over 50 questions developed by the proposed web-based dialogic procedure represents a starting point for an in-depth assessment of the effects of deploying "northern" technology in "southern" countries. Research limitations/implications: The present case study concentrates on energy technology, notably on two hydroelectric plants presently under construction in Ilisu, Turkey, and Belo Monte, Brazil. Practical implications: The multitude of questions calls for complex technological construction projects that have to undertake sound interdisciplinary in-depth analysis of technological, environmental, economic, cultural and social consequences in order to secure a necessary level of economic, environmental and social sustainability. Social implications: Application of widely accepted planning tools such as technology assessment, environmental impact assessment and strategic environmental assessment are useful but have to be complemented by analogous tools at a cultural and social level. Originality/value: This case study operates through questioning, largely in the Socratic tradition. Questions may trigger a broad discussion process within civil societies: which is the intention of the present text. (Contains 3 figures and 1 table.)