The Definition of Competency and Skills in an International Context

The concepts of competencies and skills in engineering education are widely used yet inconsistently defined across regions, disciplines, and policy frameworks. This chapter explores the semantic, historical, political, cultural, and research dimensions of competencies, with a particular focus on Europe, while situating developments within a global context. It begins by tracing the utilitarian roots of competencies in psychology and vocational education, followed by an analysis of how supranational initiatives such as the Bologna Process, ENAEE, ABET, and CDIO have shaped their institutionalisation. The chapter then examines the broadening scope of competencies to include transferable skills, driven by globalisation, digitalisation, and pedagogical innovation. Regional and cultural diversity is shown to influence both terminology and enactment, complicating efforts toward harmonisation. Educational research reveals persistent conceptual ambiguity and methodological fragmentation, further challenging coherence. Through critical reflection, the chapter argues that competencies must be understood as a dynamic, context-dependent construct. Rather than seeking uniformity, engineering education should embrace plural definitions and foster reflexivity, transparency, and intercultural sensitivity. In doing so, it can prepare graduates for meaningful engagement in a complex and interconnected world.