2026 ASEE Annual Conference & Exposition

As engineering education evolves to meet the demands of emerging technologies and global workforce shifts, there is a critical need to understand the competencies required for future engineers. Identifying those future competencies has become a strategic priority for engineering educators, researchers, policymakers, and industry leaders. This study presents a systematized literature review that synthesizes 33 peer-reviewed studies on engineering competencies published between 2000 and 2025, focusing on future-oriented skills and attributes from industrial and educational perspectives. Drawing on the methodological framework of Borrego and colleagues, the systematized review investigates research methods, geographical area, publication types, and competency dimensions as classified through the universal competency taxonomy.
Research findings reveal a significant misalignment between university curricula, which emphasize STEM fundamentals, and industry requirements, which prioritize technical practice, interpersonal competencies, and meta-competencies such as adaptability, analytical thinking, and systems thinking. A systematized review of the literature indicates that while the publications has increased significantly since 2020, most existing studies have utilized qualitative or literature review methodologies, suggesting a critical need to employ quantitative and mixed methods approaches. Furthermore, an analysis of 541 competencies extracted from 33 reviewed articles demonstrates that practice-technical, people, and meta-competencies are the most highly emphasized in the literature, whereas STEM fundamentals and learning competencies are comparatively underrepresented.
Our study will contribute to engineering education by offering a synthesized framework of future competencies that can inform curriculum design, accreditation standards, and professional development initiatives (i.e., non-degree credentialing). Our paper also advocates for a more dynamic and responsive educational model that equips engineers with technical expertise and the flexible, human-centered skills necessary to thrive in uncertain and rapidly evolving environments.
This paper serves as a foundational reference for stakeholders seeking to align engineering education with the demands of the 21st-century workforce. By bridging insights from both academia and industry, it provides actionable guidance for shaping the next generation of engineers who are not only technically competent but also socially responsive and innovation driven.