Authors
Sofie Craps, Leuven Engineering and Science Education Center (LESEC), Faculty of Engineering Technology, KU Leuven, Belgium; Helena Kovacs, Teaching Support Centre, Vice-Presidency for Education, EPFL, Switzerland; Roger Hadgraft, School of Civil, Environmental & Sociotechnical Engineering, Faculty of Engineering and Information Technology, University of Technology Sydney, Australia; Roger Penlington, School of Engineering, Physics & Mathematics, Faculty of Science and Environment, University of Northumbria, United Kingdom; Anette Kolmos, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark
Synopsis
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.
Author Biographies
Sofie Craps, Leuven Engineering and Science Education Center (LESEC), Faculty of Engineering Technology, KU Leuven, Belgium
Craps, Sofie (0000-0003-2790-2218) is a doctor in Engineering Technology and in Social Sciences at KU Leuven, Belgium. Her research focuses on professional identity development, professional competencies, and inclusion and belonging in engineering education. Since 2021, she chairs the Teacher’s Team Professional Competencies at the Faculty of Engineering Technology.
Helena Kovacs, Teaching Support Centre, Vice-Presidency for Education, EPFL, Switzerland
Kovacs, Helena (0000-0003-2183-842X) is an Education Scientist and Project Manager for transversal skills at EPFL, Lausanne, Switzerland. Her current work focuses on creating evidence-informed institutional structures and mechanisms that allow for skills development for all students.
Roger Hadgraft, School of Civil, Environmental & Sociotechnical Engineering, Faculty of Engineering and Information Technology, University of Technology Sydney, Australia
Hadgraft, Roger (0000-0002-0480-7456) is a civil engineer who has led major curriculum reform at several Australian universities, based around problem- and project-based learning (PBL), most recently introducing design studios at the University of Technology Sydney.
Roger Penlington, School of Engineering, Physics & Mathematics, Faculty of Science and Environment, University of Northumbria, United Kingdom
Penlington, Roger (0000-0002-5928-0145) is a Professor of Mechanical Engineering in the School of Engineering, Physics & Mathematics at the University of Northumbria, Newcastle upon Tyne, UK. His research focuses on learning, assessment and inclusion in engineering education. He is Chair of the UK & Ireland Engineering Education Research Network.
Anette Kolmos, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark
Kolmos, Anette (0000-0002-0186-2839) is Professor in Engineering Education and Project-based Learning (PBL) at Aalborg University, Denmark. Her advanced global PBL practices have received major awards for their impact on engineering education. Her main research interests are transformation, generic competencies, PBL curriculum, and educational change.
Published
August 26, 2026
Copyright (c) 2026 Gillian Saunders-Smits, Lynn Van den Broeck, Thies Johannsen
How to Cite
Craps, S., Kovacs, H., Hadgraft, R., Penlington, R., & Kolmos, A. (2026). The Definition of Competency and Skills in an International Context. In
SEFI Handbook on Teaching Transferable Competencies and Skills in Engineering (pp. 13-33). TU Delft OPEN Books.
https://doi.org/10.59490/mt.266.52
