There is a prevailing perception of project management (PM) as a universally applicable managerial discipline grounded in a set of tried and tested methods, tools and techniques for planning and controlling work for organised and efficient delivery of discrete undertakings defined as projects. In the paper, we take the issue with such a narrow view of projects and project management which has over many decades influenced the content of project management education. We question its adequacy in a complex, ambiguous and diverse global world by drawing on a wider contemporary debate around the values and purpose of management education at university level and its relevance to practice. In the first part of the paper, we conceptualise and justify a set of pedagogic and theoretical principles of responsible project management education (RPME) centred around theoretical plurality and reflective experiential pedagogies. We argue that RPME requires focusing on the skills, knowledge and competencies of PM as well as on a diverse, political and ambiguous context of contemporary projects and projectified society. It should openly encourage reflection on ethics, accountability and the multiple values at play in PM practice. In RPME, the understanding of the projectification process, existential reflection on complexity and the development of an ability to exercise practical wisdom, are treated as equally important as the teaching of conventional PM models and techniques. We then empirically explore the benefits of and challenges with, integrating these principles into our practice as management educators. The analysis of a concrete PM course case, using our personal reflections and the students’ feedback over a number of years, illuminates important issues regarding the effectiveness, benefits and challenges of our pedagogic practice. For example, Turner and Cochrane’s (1993) project typology matrix in an adapted form can serve as an inspirational introductory framework for making contemporary theories and theorising of projectification, relational complexity and practical wisdom (combining instrumental and value rationality) accessible and appealing. Careful attention needs to be given to the composition of the teaching team to harness epistemological diversity. A reflective ethnographic form of assessment fosters an awareness of situational ethics and concrete reflective analyses of lived experience with projects, including the practice of theorising.