From Evidence to Practice: Transferable Competencies and Skills in Engineering Education

This chapter synthesises the transferable competencies and skills addressed in Part 2 and reframes them from a systemic perspective to contextualise their progressive development within modules, as part of curriculum development and across programmes in engineering education. It argues that competencies and skills are rooted in modules but best developed progressively. It identifies cross-cutting themes such as scaffolding, authentic learning, reflection, feedback literacy, interpersonal collaboration, and the critical use of technology, and discusses overlaps between skills, contextual sensitivity, and tensions between standardisation and individual adaptation. By making transversal structures explicit, the chapter positions Part 2 as a toolbox for module design, curriculum development, programme coherence, and institutional alignment. Finally, it prepares educators for the assessment focus of Part 3 by highlighting how intentional, contextualised skills development needs to align teaching practices and assessment with intended learning outcomes in engineering education.