Engineering education 5.0: a systematic literature review on competence-based education in the industrial engineering and management discipline

ABSTRACT

The holistic integration of the human workforce in digital and sustainable manufacturing and logistics systems requires structured approaches for the systematic (re-)alignment of professional education initiatives. Engineering education is seen as a critical investment for the further development of industry and society. However, future engineers will require more than just a strong technological background. Empirical-based success factors that contribute to the holistic reorientation of engineering education are typically researched in a fragmented manner and the focus on competence-orientation is frequently overlooked, especially in the Industrial Engineering and Management (IEM) discipline. In this paper, the authors conduct a systematic literature review on engineering education with an emphasis on competence-based engineering education in the IEM discipline. Moreover, the authors provide fruitful implications for the competence-based realignment of engineering education, present an amalgamated overview of competences that are considered necessary for future engineering education, and provide a set of novel methods and tools.

KEYWORDS:

• Systematic literature review
• engineering education
• competence
• competence profile
• industrial engineering and management

1. Introduction

The continued prosperity of European society depends to a large extent on innovative strength and thus also on securing the long-term competitiveness of the entire economy. The holistic integration of people in the so-called ‘factory of the future’ and the associated retraining or further qualifications of the workforce can be seen as central success factors for professionalization initiatives. Thus, engineering education is seen as a central investment in the future. In particular, in the ‘transformation society’ defined by Schäffter (2001), engineering education plays a crucial role in the search for technological and innovative solutions. Thus, the balance between competitiveness, environmental protection, scarcity of resources, energy transition, social well-being, etc. can be achieved. The European Council Recommendation of 24 November 2020 (Journal of the European Union, 2020), and the European Commission Communication emphasize the critical challenge of the shortage of skilled workers and experienced managers hindering new investments in the EU. Specifically, recent studies highlight a substantial demand for qualified engineers in smart and sustainable operations management, as the main area of application for industrial engineering and management professionals, by showing a significant increase in the shortage of skilled workers in manufacturing enterprises over the next few years (IBW Fachkräftebedarf/-mangel in Österreich, 2020; Statista.de, 2018).

For example, the Institute of the German Economy’s research findings indicate a growing need for engineers and STEM academics, with a specific requirement for 48,300 engineers and 68,800 STEM academics annually between 2023 and 2028 (iW Köln, 2020). IT and Engineering are identified as the most crucial areas for skilled labor demand in Austria in 2021 (Statista.de, 2021). The study also reveals that a potential shortage of top specialists could lead to turnover losses for companies (Statista.de, 2017). The anticipated demand for additional education in engineering is distributed across various levels, with 8% in basic vocational education, 30% in secondary education, 37% in tertiary education, and 25% in lifelong learning (Statista.de, 2020). These findings underscore the importance of addressing the skills gap in engineering through targeted educational initiatives at all levels.

As the figures illustrate, vocational education and training is seen as an engine for innovation and growth, equipping for digital and green transformation and high-demand occupations, especially in the engineering disciplines. Nowadays, engineers play a critical role in finding technologically innovative solutions that balance economic competitiveness, environmental protection, and social acceptance towards facing grand challenges of the world, such as climate change, resource scarcity, energy transition, etc. Due to their dual role, industrial engineering and management (IEM) professionals in particular are closely interwoven with technological and economic developments in business and society, as Engwall et al. point out (Engwall et al., 2020). The authors view industrial engineering as a crucial field for ensuring the sustainable operation of the economic cycle in technologically intensive processes. While various terms are employed in Europe to describe this discipline, such as industrial management (Miklautsch & Woschank, 2022) or industrial engineering and management (Zunk, 2014, 2016), there is a shared comprehension of its fundamental competence: ’ […] to engage in business activities, perform economic analyses, and grasp the interconnectedness of technology and business’ (Engwall et al., 2020). Moreover, Mesquita et al. (2015). emphasize the interdisciplinary nature of the IEM discipline and the complexity of functions and tasks associated with the discipline. The authors also underline the gap between the IEM study programs and the needs of the industry, even beyond the borders of Europe. Historically, the emergence of the IEM discipline can be traced back to the onset of industrialization at the beginning of the 20th century, as outlined by Maynard et al. (2001). If we look at the historical developments of the IEM discipline and its understanding – especially in the 20th century – it becomes clear how closely the discipline has developed in line with economic needs, especially given the industrial revolution(s). For example, IEM methods were used during the Second World War and in the 1960s and 1970s (third industrial revolution) the IEM discipline was expanded and further developed towards the incorporation of digital computers for modeling and analyzing big data. In the context of the fourth industrial revolution, which began in 2011, technological progress can be seen in the integration of ICT technologies into companies, which in turn leads to an expanded field of activity for IEM professionals (Maynard et al., 2001). Concerning current trends, the trend towards a fifth industrial revolution (Woschank et al., 2020) with a focus on the human factor in the digital and sustainable age can also be applied to the IEM discipline and its further developed area of responsibility as understood by the Association of German Industrial Engineers (VWI) as ‘the integration of economic and technological solutions and sustainable systems for the economy and society […] [and] also includes, for example, the design of complex plants and systems, their management and distribution as well as the management of challenging projects or the analysis of technical issues from an economic point of view’ (Baumgarten et al., 2019).

Analogous to these disciplinary developments, engineering education for IEMs has also undergone permanent change and expansion, which can be documented back to the middle of the 18th century. The progressive professionalization efforts are analogous to the developments of the industrial revolution. In this sense, we can assume a future paradigm shift in the world of work, especially for engineers (Martin-Vega et al., 2001). The technological advances based on the further development of Industry 5.0 concepts and models will permanently change work processes, substitute traditional occupational fields and generate new occupational fields and thus allow implications for engineering education, consequently referred to as ‘Engineering Education 5.0’.To do so, (future) IEM professionals will need more than a strong scientific and technical background. Ergo, future IEMs will need an adapted mind and an evidence-based competence set, which should be focused on establishing or maintaining professional action competence, both for private and working life (3TU.CEE, 2016, 4TU.CEE, 2017). The transformative educational processes triggered on the one hand by the pandemic and the rapidly advancing implementation of Industry 4.0/Industry 5.0 concepts require, on the other hand, not only a transformation of teaching and learning methods but also a redesign of learning content and the competences taught, especially in engineering education for tomorrow´s IEM professionals on the other. Thus, educational institutions are now challenged to successfully implement the trends and requirements outlined above into IEM engineering education thus, ensuring the workability, role understanding of engineers, and well-being of future generations (Ramirez-Mendoza et al., 2018). These changing requirements necessitate adaptations of familiar vocational training models and concepts for the IEM discipline. Practical experience, new learning tools and materials, the use of digital technologies, sustainable approaches and methods, and the concept of lifeworld orientation must be incorporated into modern Engineering Education 5.0 (European Commission, 2018). This change requires a new conception or adaptation in a holistic way, i.e. both on the institutional level, ranging from macro to micro level, and in terms of transdisciplinary cooperation with the economy, as well as a push for national and international cooperation (Fomunyam, 2019; Zsifkovits et al., 2021). To realize this, fundamental reforms of education systems and their orientation towards future-oriented IEM competences adapted to the ‘digital and green age’ are required (Europäischer Rat, 2017). Therefore, the competences and qualification profiles of tomorrow’s IEMs need to be reoriented based on empirical evidence (European Commission, 2020a, 2020b; Hobmair, 2002; Hobscheidt et al., 2020; Matt et al., 2020; Zsifkovits et al., 2021). Research must ask itself what competences modern engineering education for IEM should include to meet professional requirements on the one hand and the individual (private) individuals´ needs on the other (Arnold et al., 2020; Clark, 2002; Lipsmeier, 2001). In addition to the widely – and sometimes controversially – discussed competence construct, different concepts and terminologies of competence are used in the literature, often synonymously. The authors refer to the British usage of the concept of competence, which focuses on the respective behavior for mastering tasks, as Schneider (2019) points out. Le Deist and Winterton (2005) refer to the functional areas in this use of the term. Accordingly, competence seems to be the learnable ability to act or solve problems in a way that is appropriate to the situation, including knowledge, attitudes, skills, values, volition, and emotional components (Gnahs, 2010b; North et al., 2013; Treptow, 2014). Thus, the action theory approach is essential for this paper, according to which (action) competence ‘comprises the ability to act now and in the future and to be responsible for one’s actions’ (Jensen & Schnack, 1997).

This paper, therefore, pursues the following central research questions:

• What challenges is the IEM discipline currently facing and what are the implications for engineering education of IEMs?

• Which competences are perceived as necessary concerning the engineering education of IEMs?

• Which methods and/or tools are currently used in the field of IEM engineering education at higher education institutions (HEIs)?

The paper aims to conduct a systematic literature review (SLR) to identify the current state of research with regard to competences and methods in engineering education in the age of the fifth industrial revolution to derive implications for the knowledge triangle – business, science and education – based on the results. On the one hand, this methodology is particularly suitable for highlighting current research achievements in the respective discipline and for avoiding redundancies to avoid reinventing the wheel. On the other hand, it can be used to identify any research gaps and derive options for future research efforts. By using the SLR methodology, an approach to synthesize evidence-based knowledge in a specific research field is adapted from medical sciences, providing results from a review done in a ‘systematic, transparent, and reproducible manner with the twin aims of enhancing the knowledge base and informing policymaking and practice’ (Tranfield et al., 2003).

The remainder of the paper is structured as follows: section 2 presents the research design and, therefore, the methodology of this paper. The descriptive results and the content analysis, resulting in two identified categories are outlined in section 3. A discussion of the results and the implications for academia as well as practitioners is provided in section 4. Section 5 deals with the limitations of this paper and outlines. The paper concludes with the key statements in section 6.

2. Materials and methods: systematic literature review

For a holistic view and subsequent answer to the research question, the first step requires a (systematic) literature review to get an overview of current research areas and foci as good as possible gaps. This method is defined as the ‘best form of evidence available’ for a particular target group (Wright et al., 2007). A systematic approach to a quality literature search must be ensured (Chalmers et al., 2002). The application of the SLR method allows for a comprehensive summary of the high-quality literature on a given topic. Gough et al. (2017) conceptualize the SLR method as ‘a type of review that collects multiple research studies and summarizes them to answer a research question using rigorous methods’ (Gough et al., 2017). The advantages of a SLR are i) the reduction of subjective bias of the authors through the use of systematic methods and procedures, ii) reproducibility through transparency in the process, and iii) more rigorous reviewability compared to other methods. As shown in Figure 1, according to Wright et al. (2007), a SLR includes a research process with five superordinate steps.

Figure 1. SLR research process adapted from Wright et al. (2007).

The Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guideline was used as the most appropriate systematic method for a transparent, clear, and holistic examination of existing literature. Page et al. (2021) list the following areas of application for a SLR:

• Synthesis of state-of-the-art knowledge in their discipline

• A broader scope of impact through response conglomerates that would not have been generated by an individual study

• Problem identification of primary data collections that can be addressed in the follow-up

• Generation/verifiability of theories about why and whereby they occur

The PRISMA method, therefore, includes a total of 27 items in the form of a checklist, which are essential for a successful SLR. This checklist also defines the SLR process from the introduction to the topic to the discussion of the results. The following section describes the systematic processing of the available literature using the PRISMA checklist.

2.1. Research methodology

The PRISMA method follows a systematic approach. This is shown in Figure 2 and will be described in more detail below.

Figure 2. PRISMA process (Page et al., 2021).

2.1.1. Literature search and inclusion and exclusion criteria

First, meta-literature databases were used to search for suitable literature systematically. Scopus, as the most established database of peer-reviewed literature, was initially used as the primary database. The query was also conducted in other databases such as Web of Science, Emerald, and Science Direct, but with no significant differences in the final results (Abelha et al., 2020; Omazic & Zunk, 2021; Woschank et al., 2020). For this reason, only the evaluations of the Scopus database were used for further literature searches. Relevant keywords were derived for the database query based on the research questions by using a thesaurus. Thus, the fit of the literature with the research questions was ensured and the complexity of the concept of competence in HEIs was also included. To be able to include all notations and understandings of the concept of competence, the keywords were formulated in a broad broader context as far as reasonable and possible.

The literature search process for the SLR was generated by the predefined keywords and the Boolean search operators. This procedure resulted in the following search string: (TITLE-ABS-KEY (Competenc* OR ‘Competenc* Profile’ OR ‘Competenc* based Tertiary Education’) AND TITLE-ABS-KEY (‘Engineering and Management’ OR ‘Industrial Engineering’ OR ‘Industrial Engineering and Management’) AND TITLE-ABS-KEY (‘Higher Education’ OR ‘Engineering Education’ OR ‘Tertiary Education’))

This search string filtered a total of 274 identified studies. The language of the literature was limited to English in a second step to ensure comparability and accessibility. This limitation resulted in 254 papers. Step three included the limitation for the further procedure to formats such as conference papers and articles since these can be considered as most useful (Omazic & Zunk, 2021). This made it possible to exclude an additional ten documents for further research. In the fourth step, the subject area was also limited to Engineering and Business, Management, and Accounting, as these two disciplines comprise the main professional fields of IEM limiting the paper to a total of 202 relevant ones. The timeline of the literature search was limited to the period 2018–2023. This temporal restriction, according to which only those papers published from 2018 onwards can be referred to the human-centric focus from this time onwards and thus the introduction of a fifth industrial revolution (Industry 5.0), following the introductory explanations. This paradigm shift seems to be emerging not only in the respective disciplines concerned but above all in the education sector for future engineers, as referred to in this paper with regard to Engineering Education 5.0. These steps made it possible to exclude a further 90 papers. The final search string with a total of 112 relevant papers is as follows: (TITLE-ABS-KEY (competenc* OR ‘Competenc* Profile’ OR ‘Competenc* based Tertiary Education’) AND TITLE-ABS-KEY (‘Engineering and Management’ OR ‘Industrial Engineering’ OR ‘Industrial Engineering and Management’) AND TITLE-ABS-KEY (‘Higher Education’ OR ‘Engineering Education’ OR ‘Tertiary Education’)) AND PUBYEAR > 2017 AND PUBYEAR < 2024 AND (LIMIT-TO (DOCTYPE, ‘cp’) OR LIMIT-TO (DOCTYPE, ‘ar’)) AND (LIMIT-TO (SUBJAREA, ‘ENGI’) OR LIMIT-TO (SUBJAREA, ‘BUSI’)) AND (LIMIT-TO (LANGUAGE , ‘English’).

2.1.2. Screening of the research results

To ensure that the competence concepts were reflected in the articles, all 112 identified papers were systematically reviewed. This ensured eligibility for subsequent inclusion (Abelha et al., 2020). In the final eligibility step, the title and abstract were examined by five impartial reviewers and each was assigned a grade. The rating was done using a three-point scale ranging from high appropriateness (1) to low appropriateness (3). For the classification of the appropriateness of the respective papers, all reviewers received an list with the respective paper references and the abstract. The reviewers were selected based on their expertise, with three people having expertise in both the IEM discipline and two other experts in the educational sciences. All five reviewers work in the tertiary education sector. On this basis, the experts were asked to evaluate the abstract according to the following criteria. On the one hand, the reference to the technical field, management or business. On the other hand, a clear reference to the tertiary education sector should also be included in the appropriateness decision. The reference to the respective treatment of competences (in the broadest sense) forms the third criterion as a basis for the subsequent relevance classification of the respective paper. The results were compiled into a master file, and in the case of discrepancies, a consensus was reached among the reviewers through negotiation (Miklautsch & Woschank, 2022). This resulted in a total of 53 papers with a high degree of appropriateness, which was included in further research. Figure 3 provides an overview of the respective process steps.

Figure 3. Process steps of the systematic literature review.

2.1.3. Data extraction and analysis

Following the inclusion and exclusion criteria, all relevant papers were downloaded as full texts from the respective online sources for the subsequent analysis. Before the content analysis, all 112 identified papers were analyzed descriptively to provide an overview of the current state of research. The content analysis was generated based on guidelines of qualitative social research using qualitative content analysis in accordance with Kuckartz and Rädiker (2022) by means of inductive thematic categorization of the literature examined. This categorization was carried out with the help of the AI-supported analysis tool ”Atlas.ti”, which should ultimately be useful for answering the research questions described above. The process will be presented in more detail below in subchapter 3.2.

3. Descriptive and content analysis

3.1. Descriptive results

In the first step, the descriptive analyses of the identified papers, such as authorship, origin, year of publication or the conferences or journals, will be described in more detail below. This is intended to provide a holistic insight into the current publication styles and their locations, which in turn allows conclusions to be drawn about the international publication habitus of the engineering education discipline. The subchapter concludes with the final classification of the papers by five independent reviewers into high, medium, and low appropriateness for the subsequent content analysis.

As already described, only papers published between 2018 and 2023 were included in the evaluation. As shown in Figure 4, the development in the number of published papers is discontinuous. While a clear trend up to and including a peak of 34 papers in 2020 can be seen, this is followed by a drop in 2021 to a total of 14 papers and thus to the same level as in 2018. This increase may be attributable to the COVID-19 pandemic. The second strongest publication year is 2019 with a total of 21 papers (equivalent to 19%). Since 2023, there seems to be a slight upward trend again, as by November 2023, a total of 18 (16%) papers were published.

Figure 4. Papers by publication year.

For further restriction of papers, only those from reputable and peer-reviewed conferences and articles were used. As shown in

Table 1 below, papers from conference proceedings predominate. Here, 14 papers were published within the International Symposium on Project Approaches in Engineering Education and at the IEEE conference EDUCON a total of 13 papers were successfully submitted. A total of eight papers were published within the ASEE Annual Conference and Exposition, Conference Proceedings, followed by the EPE 2018 - Proceedings of the 2018 10th International Conference and Expositions on Electrical and Power Engineering; Lecture Notes in Networks and Systems, Proceedings of the 22nd International Conference on Engineering and Product Design Education, and Proceedings of the International Conference on Industrial Engineering and Operations Management with three papers each. The ‘Others’ category includes a total of 38 other conferences and proceedings, each with one mention. For journals, the distribution is more even balanced and a total of 18 journals with 25 papers are relevant to this study. Out of the total of 18 journals, seven received two papers each, such as Advances in Intelligent Systems and Computing and Computer Applications in Engineering Education. The remaining journals account for one paper each.

Table 1. Distribution of paper type.

Conference paper	No.	Journal	No.
International Symposium on Project Approaches in Engineering Education	14	Advances in Intelligent Systems and Computing	2
IEEE Global Engineering Education Conference, EDUCON	13	Computer Applications in Engineering Education	2
ASEE Annual Conference and Exposition, Conference Proceedings	8	International Journal of Engineering Education	2
EPE 2018 - Proceedings of the 2018 10th International Conference and Expositions on Electrical And Power Engineering	3	International Journal on Interactive Design and Manufacturing	2
Lecture Notes in Networks and Systems	3	Journal of Engineering Education Transformations	2
Proceedings of the 22nd International Conference on Engineering and Product Design Education, E and PDE 2020	3	South African Journal of Industrial Engineering	2
Proceedings of the International Conference on Industrial Engineering and Operations Management	3	Sustainability (Switzerland)	2
Lecture Notes in Mechanical Engineering	2	Applied Science and Engineering Progress	1
Others	38	Applied Sciences (Switzerland)	1
		CIRP Journal of Manufacturing Science and Technology	1
		Computers and Industrial Engineering	1
		International Journal of Educational Management	1
		International Journal of Electrical and Computer Engineering	1
		International Journal of Production Economics	1
		International Journal of Six Sigma and Competitive Advantage	1
		Journal of Cleaner Production	1
		Journal of Professional Issues in Engineering Education and Practice	1
		Management and Marketing	1

Furthermore, the country distribution of the identified papers was examined. Figure 5 shows the distribution of the papers on a world map. The darker the color, the more papers were published. It can be seen that Spain has the highest number of papers with a total of 34 (30% of all papers), followed by Mexico with 14 and the United States with nine.

Figure 5. Papers per country.

Regarding the collaboration of authors, Figure 6 shows that the authorship ranges between a single author up to a total of eight authors of all 112 papers identified. More than two authors authored the majority of the relevant papers (87) in this study. Moreover, the majority of the papers, a total of 28, i.e. 25% of all 112 papers, were written by three authors, followed by 22 papers with four authors each.

Figure 6. Authors per paper.

In a further step, an analysis of the authors’ keywords and an index keyword analysis from the Scopus database were performed. As the results in Table 2 show, the most important keywords of both analyses are ‘Engineering’, ‘Education’, ‘Learning’, and ‘Industrial (Engineering and Management)’.

Table 2. Keyword analysis.

Author keyword		Index keyword
Word	‰	Word	‰
Engineering	83.3	Engineering	82.9
Education	77.2	Education	56.2
Learning	67.4	Learning	46.4
Industrial (Engineering and Management)	34.3	Industrial (Engineering and Management)	33
Competenc* (and skills)	33.1	Competenc* (and skills)	18.7
Curriculum (development)	18.4	Curriculum (development)	13.9

Table 3 shows the cumulative results of the screening process for the final number of papers to be used, as described in Chapter 2.1.2. From the total number of 112 papers, a total of 53 were rated as highly appropriate by the reviewers, 43% or 48 papers were rated as medium appropriateness, and 11 papers were rated as low appropriateness for further evaluation.

Table 3. Rating of the screened records.

Appropriateness	Records	SHARE [%]
High	53	47
Medium	48	43
LOW	11	10
Total	112	100

3.2. Content analysis

Based on the descriptive examination of the papers, only the papers with the ‘high appropriate’ ranking were included in the content analysis. All 53 papers were examined concerning their structure, thematic analysis, methodological approach, and competences tackled. These qualitative content analyses based on Kuckartz and Rädiker were carried out with the help of the document analysis tool Atlas.ti. This program enables a systematic content analysis of all documents by creating category systems and memo functions. Thanks to the integrated artificial intelligence (AI), Atlas.ti enables the research team to use several analysis methods, such as the generation of word clouds or automatic coding based on keywords. The in-depth qualitative content analysis of the 53 papers is based on the guidelines of Kuckartz and Rädiker (2022). In a first step, the research questions were used as the basis for the analysis and the three thematic focuses – challenges, competences, and teaching and learning approaches – were placed in the foreground. In the next step, AI-supported functions were used to search for terms such as ‘competence’ in order to obtain an overview of the available data, which comprises the third step of the analysis. For a thorough analysis of the papers, a systematic approach was taken in the fourth step, whereby the corresponding text passages were color-coded in the tool using thematic categorization. In the fifth and final step, the categorizations made were sorted into super- and subcategories and finally defined. The respective categories are shown and described in more detail below.

Based on the analyses, this chapter is structured as follows. In the next step, the applied methodologies, e.g. case studies or questionnaires, were analyzed. As the results show, the majority of the research methods used are case studies. A total of 39 papers present single or multiple case studies. The second most frequently used research method is questionnaires, which were used in a total of seven of the 53 research papers analyzed. Triangulation of several research approaches was carried out by a total of three teams of authors. The remaining papers use the methods of interviews and literature research, with two mentions each. Secondly, the papers were divided into a total of two thematic categories according to the level of higher education didactic planning and their involvement at the macro, meso and(/or) micro level. In the third step, the competences identified in the papers, divided into professional, digital, sustainable and transversal, were clustered and analyzed in more detail. Finally, the category of teaching and learning methods and tools used was presented in Chapter 3.2.3.

3.2.1. Clustering: macro, meso, and micro level

As part of the analysis of the 53 high appropriateness papers, Weinberg (2000) classification of didactic action into macro, meso and micro levels was used. This division enables a better overview of the institutional localization of the scientific achievements of the individual papers and thus provides information about the conceptualized or implemented reforms at the respective levels. Didactic action in adult and vocational education and training refers to the design at different levels of didactic action. In this paper, Weinberg’s linear-cyclical model (Weinberg, 2000) is used for categorization, which divides the professional action cycle into the macro level, i.e. programme planning, the meso level of planning and implementing the offer and microdidactics as the implementation of the educational measure. The macro level encompasses the entire coordination, administration and organization of educational measures, ranging from didactic decisions at the policy level, to institutional didactics, through to task didactics. Nuissl and Siebert (2013) define the concrete preparation, implementation and final evaluation of the educational measure as the meso level, while the realization of the educational measure comprises the micro level. The latter have been combined in this analysis due to their interrelatedness. The categories are defined in Table 4.

Table 4. Macro, meso, and micro level.

(1) Macro-Level	The macro level of didactic planning encompasses all planning at the organizational level, from the design of new educational programs to the revision of those based on the evaluation results.
1.1 Transdisciplinarity	The heterogeneity of the IEM discipline requires transdisciplinary cooperation between disciplines, universities and companies for the holistic design and consideration of teaching and learning content.
1.2 Competence needs analysis and assessment	Part of the macro-didactic planning involves determining the necessary competences for future IEM professionals and their assessment with a view to achieving these.
1.3 Curricula analysis and assessment	An essential component of macrodidactics is also curriculum analysis and evaluation based on quality criteria, e.g. novelty content, applicability, or compliance with current research and business needs.
(2) Meso/micro-level	The meso-level of didactic planning encompasses the educational process in the triad of planning, implementation and evaluation. The pure implementation of the educational measures is referred to as the micro level.
2.1 Teaching and learning approaches	The appropriate teaching and learning methods should be tailored to the respective objectives and content to be taught and determine the learning situations, tasks and learning materials.
2.2 Course assessment and (re-)design	The design and evaluation of individual teaching and learning units by teachers and students are key indicators of quality and ultimately also of professionalization efforts.

These thematic areas are shown in Table 5 and are described in more detail below. A total of 26 papers could be assigned to the macro level and 27 to the meso or micro level. The categories were then subdivided into papers dealing with the evaluation and analysis of curricula, competence needs and competence analysis, transdisciplinarity, teaching and learning approaches and the evaluation and (re)design of courses.

Table 5. Engineering education 5.0 clusters.

	Paper
Cluster	Author	Method	Key findings	Ref
Macro-Level	Banerjee	Case Study	Integration of innovative teaching methods like PBL and team teaching, alongside the amalgamation of diverse topics, following a curriculum reorientation to impart technical and economic contents and competences	Banerjee et al. (2020)
	Bradley	Case study	Examine course content and curricula of ISE degree programs to develop implications for realignment of content and methodologies	Bradley et al. (2019)
	Cannarozzo Tinoco et al.	Case Study	Assessment of students’ competence development in the IEM program, defining competences, and employing a competence-based assessment, highlighting challenges in formulating learning outcomes and faculty engagement	Cannarozzo Tinoco et al. (2023)
	Coluccio	Questionnaire	Study shows the positive influence of teaching methods that promote self-efficacy and team competence, reduce the risk of academic burnout, and increase teaching quality satisfaction	Coluccio et al. (2022)
	Curbano	Questionnaire	Identification of essential competences for future engineering graduates and implications for the reorientation of current curricula	Curbano et al. (2018)
	De Keyzer	Case study	A comprehensive holistic model for curricula to teach hard and soft skills, personal development opportunities, and the need for the LLL principles throughout the training period	de Keyzer et al. (2019)
	Elia	Triangulation	The developed taxonomy, comprising concepts and topics, is designed to guide future educational initiatives and facilitate competence acquisition in management engineering	Elia et al. (2021)
	Freitas	Case Study	Skills training program with design, delivery, and assessment for transversal skills	Freitas et al. (2018)
	Gallardo-Pastor et al.	Case Study	Accreditation processes positively impact education quality for staff and students, focusing on educational objectives, acceptance of learning outcomes, and match between competences and professional requirements	Gallardo-Pastor et al. (2022)
	Herrera	Questionnaire	Methodology for assessing and developing students’ digital competences	Herrera et al. (2019)
	Hillmer	Interview	Identification of essential technical and interdisciplinary competences for a successful IEM career, enabling them to derive and implement implications for restructuring curricula	Hillmer et al. (2020)
	Janssen	Triangulation	Implications for the reorientation of study programs using mixed methods survey methods	Janssens et al. (2021)
	Jiménez et al.	Case Study	Evaluation of ethical competences during internships, revealing increases in honesty, treatment of others, commitment, respecting rules, leading to implications for study programs, teaching methods, and ethics modules	Jiménez et al. (2023)
	Lozoya-Santos	Case Study	An innovative institutional approach emphasizing the transdisciplinary interweaving of different disciplines to address real problems, advocating for the promotion of transdisciplinarity to efficiently solve complex problems	Lozoya-Santos et al. (2019)
	Lima	Case Study	Examination of self-perceived competences of IEM teachers in Industry 4.0 (I4.0) subjects, revealing deficits in areas like data analysis and digital manufacturing, leading to recommendations for targeted training and research	Lima et al. (2022)
	Lima et al.	Questionnaire	A study of 14 study programs shows high diversification between different hard skills and a massive gap in terms of transversal competences in all programs	Lima et al. (2019)
	Maisiri	Literature review	Development of a competence maturity model	Maisiri and van Dyk (2020)
	Oliveira	Case study	Active participation of students from ESTIEM activities increases the necessary skills for future engineers and they feel better prepared for the world of work as a result	Oliveira et al. (2021)
	Pekkanen	Case study	Analysis and identification of generic competences for SCH/OM and how they can be included in the study programs	Pekkanen et al. (2020)
	Rivera	Case study	Framework for the reorientation of the Industrial Engineering Curriculum in Brazil based on a transdisciplinary approach with inputs from universities, the Ministry of Education and Industry	Rivera et al. (2020)
	Rubio et al.	Case Study	Assessment of sustainability competences of Informatics and IEM programs, recommending to introduce basic courses and integrate sustainability topics into existing courses	Miñano Rubio et al. (2019)
	Sutthasri	Questionnaire	Study shows gaps between industry competency needs and student competences and expectations	Sutthasri et al. (2020)
	Tortorella et al.	Triangulation	IEM programs analysis identifying key competences for Industry 4.0, revealing deficiencies in creativity, entrepreneurial thinking, leadership, adaptability, and flexibility, while research and analytical skills, conceptual, procedural, and metacognitive knowledge, scored highest	Tortorella et al. (2023)
	Vega-Valenzuela	Case Study	Survey with students, alumni, and academics to assess the current competences of IEM programs, revealing the potential for improvement of continuous assessment, and integration of hands-on teaching and learning formats	Vega-Valenzuela et al. (2023)
	Vieira et al.	Case Study	Creation of a curricular referential for extension activities in IEM study programs, providing a reference document to guide the integration of extension activities, aiming for qualified IEM professionals	Vieira et al. (2023)
	Zuluaga et al.	Case Study	Method for assessing the efficiency of IEM study programs utilizing the efficiency analysis tree approach, aiming to aid universities in analyzing educational processes, and defining parameters to increase efficiency	Zuluaga-Ortiz et al. (2023)
Meso- and Micro-Level	Belmonte et al.	Case Study	Identification of competences related to data science, automation, and robotics, implementing Kolb’s experiential learning approach, improving autonomous learning, programming skills, and knowledge of logistics concepts	Belmonte et al. (2023)
	Coicia	Case study	Innovative teaching and learning methods applied in traditional courses increase the students´ satisfaction	Ciocia et al. (2020)
	Cram et al.	Case Study	Hands-on learning paths for innovation, product design, and entrepreneurial mindset to enhance sustainability-related engineering courses in IEM study programs	Cram et al. (2023)
	Diogo	Case Study	Development of a course skeleton/structure to include real problems from the industry in the classroom. This methodology could also be transferred to other courses	Diogo et al. (2021)
	Galarce-Miranda et al.	Case Study	Evaluation results of an online training course, designed to enhance the digital and pedagogical competence of engineering faculty members	Galarce-Miranda et al. (2023)
	Gonzalez-Almaguer et al. a	Case Study	Course re-design incorporating problem-solving tools and gamification methods, featuring the “Race Board Game” to enhance students’ competences	Gonzalez-Almaguer et al. (2022)
	Gonzalez-Almaguer et al.	Case Study	New teaching and learning format for students to develop problem-solving skills	Gonzalez Almaguer et al. (2020)
	Hernandez de Mendez	Literature review	Identification of competences for Industry 4.0 based on a SLR	Hernandez de Menendez et al. (2020)
	Honrubia-Escribano	Case study	Teaching and learning methods based on theory input, modeling and simulation strengthened the practical applicability of specialized knowledge for industrial engineering students	Honrubia–Escribano et al. (2021)
	Jaeger-Helton	Case study	A measurement model is presented to assess the attainment of teaching and learning goals in study programs to identify limitations and gaps between students’ perceptions and expectations of their learning outcomes	Jaeger-Helton et al. (2019)
	Julián et al.	Questionnaire	Enhancing competences in graphic engineering courses by integrating CAD software into design engineering education and implementing the flipped classroom methodology in practical courses	Julián et al. (2023)
	Kosmodemyanskaya	Case study	Demonstration of a model for the training of soft skills within engineering courses	Kosmodemyanskaya et al. (2019)
	Lerman et al.	Interview	Investigation of teaching and learning methods in IEM courses, identifying success factors such as competence-based learning modules, hands-on learning environments, establishment of a teaching and learning center, and UBC	Visintainer Lerman et al. (2023)
	Ortegon	Case study	Empowering students with the freedom to choose projects employed with innovative teaching methods emphasizing practical involvement and implementing engineering products enhances motivation and competence	Ortegon (2019)
	Ortiz	Case Study	Community education program in civil protection, focusing on awareness raising and competence development through an open, flexible learning platform for professionals and students in smart cities	Ortiz (2023)
	Palma-Mendoza	Case study	Challenge-based learning in combination with support from industry partners increases professional competences among students	Palma-Mendoza et al. (2019)
	Patil et al.	Questionnaire	The connection between educational excellence and emotional intelligence through questionnaires from IEM alumni, suggests a substantial impact of emotional intelligence on educational success	Patil et al. (2023)
	Pernia-Espinoza et al.	Case Study	Implementation of the Open-source and Social Responsibility service-learning initiative in IEM programs, emphasizing the development and manufacturing of assistive products for individuals in dependency situations	Pernia-Espinoza et al. (2023)
	Ralph	Case study	Lecture redesign based on extensive prior assessment of students´ competences towards digitalization. To close the skills gap through student-oriented methods and hands-on tools	Ralph et al. (2020)
	Ramirez-Robles	Case study	Development of a learning model with strong practical relevance involving industry partners	Ramirez-Robles et al. (2022)
	Rodriguez-Martin et al.	Case Study	Simulation-based case study implemented in IEM programs, outlining the learning pathway, indicating that students highly appreciated the use of simulation tools in terms of usability, critical thinking, and motivation	Rodríguez-Martín et al. (2019)
	Ruiz-Cantisani et al.	Case Study	Competence-based educational model utilizing the challenge-based learning approach. It promotes the interconnectivity and development of both transversal and professional IEM engineering competences	Ruiz-Cantisani et al. (2022)
	Shevtshenko et al.	Case Study	Collaboration to create a novel approach, incorporating practical works and company visits, aimed at preparing school children for career choices by fostering collaboration between universities, schools, and enterprises	Shevtshenko et al. (2019)
	Singar	Case study	Development and implementation of a didactic concept based on a blended-learning format to ensure participant orientation and competence-based education in the tertiary sector	Singar et al. (2022)
	Sousa et al.	Case Study	Analysis of three courses utilizing project-based learning, identifying collaboration, motivation, and commitment among trainers, continuous program development, and institutional support as key success factors	Sousa et al. (2023)
	Terrón-López et al.	Case Study	Impact of redesigning a sustainability course using the PBL approach, actively involving an NGO in the learning process, on the sustainability skills of IEM students, revealing increased transversal competences	Terrón-López et al. (2020)
	Woschank	Case study	Integration of teaching soft skills through innovative teaching and learning methods	Woschank et al. (2022)

3.2.1.1. Macro level

3.2.1.1.1. Transdisciplinarity

Freitas et al. (2018) present a complete training program schedule for master’s and Ph.D. students for the further development of transversal skills. In particular, the focus was on the interdisciplinary collaboration and involvement of key stakeholders such as employers in the industry, institutes as well as trainers already from the program planning phase.

Lozoya-Santos et al. (2019) present an innovative institutional approach in which the transdisciplinary interweaving of different disciplines is applied to real problems. Thus, it should be made clear that the efficient solution of complex problems requires a transdisciplinary approach. With the help of this model, transdisciplinarity should already be learned and promoted during the studies.

Based on a reorientation of a curriculum, the authors Banerjee et al. (2020) applied a multidisciplinary approach to be able to teach technical and economic contents and competences. Moreover, innovative teaching and learning methods such as problem based learning and team teaching were used in addition to the amalgamation of different topics.

3.2.1.1.2. Competence needs analysis and assessment

Using a mixed-methods approach, Janssens et al. (2021) showed that transversal competences are equally essential as professional competences. Based on the primary data and results, implications for future competency-based realignments of study programs were pointed out.

The authors Sutthasri et al. (2020) surveyed the competence needs in the industry as well as current competency levels through self-evaluation of students. Here, the results show gaps between industry needs and student expectations. The authors derive implications for the reorientation of study programs for the tertiary sector.

The evaluation of students´ competence development was analyzed by Cannarozzo Tinoco et al. (2023). The authors provide a tool with assessment rubrics according to the initial, intermediate, and final stages of the study progress. In the first step, the IEM program was screened for appropriate courses for the assessment, afterwards the competences with learning outcomes and descriptors for each stage were defined for the competence-based assessment. This approach allows for a transparent assessment for students, study program coordinators and professionals to identify areas of improvement and individual strengths and weaknesses. Lessons learned are the challenge of the formulation of learning outcomes and the necessity of faculty engagement.

The paper presented by Pekkanen et al. (2020) focused on the essential generic competences for supply chain and operations management study programs. The authors analyzed study programs and categorized two essential competence areas, one being the ability to design feasible solutions and the other the ability to make improvements in organizations. These competence areas were grouped under integration skills. Finally, the authors listed ways to teach these competences.

The authors Rivera et al. (2020) show the further development of the IEM profession at HEIs. Guidelines for IEM curricula, a competence profile, and a knowledge matrix were developed and refined to consider current developments in education, research, and industry.

Maisiri and van Dyk (2020) present a competence maturity model based on the results of a systematic literature review to measure competences. The so-called I4.0CMM can contribute to the competence-based orientation of engineering education, its content and methodologies applied.

Digital competences are indispensable for the current working world. For this reason, the authors Herrera et al. (2019) developed an instrument for measuring digital competences. Furthermore, based on these results, strategies for the further development of study programs and content can be derived.

The experiential learning approach and its potential for IEM students through participation in European Students of Industrial Engineering and Management (ESTIEM) activities were shown by authors Oliveira et al. (2021). ESTIEM promotes the development of essential competences that cannot be acquired primarily in study programs.

Curbano et al. (2018) investigated the competence levels of alumni and the identification of courses that are essential according to the industry. The identified competences are intended to serve as a guide for students and universities as to which are necessary for future professional life. The relevant courses should also be considered in new curricula.

The authors Jiménez et al. (2023) conducted a study to assess the ethical competencies of IEM students during their internship. 2,850 students were examined in the period between 2017 and 2021. Results show that the competence areas of honesty, treatment of others, commitment to results and respect for rules have successively increased throughout the three internship turns. Implications for the study programmes lie in the higher prioritization of interactive teaching and learning methods to promote critical thinking and the spread of ethics modules in the study programs.

Lima et al. (2022) investigated the self-perceived competences of engineering teachers towards Industry 4.0-related subjects. More than 200 teachers were surveyed using questionnaires. Results of the survey of 200 teachers show deficits in Industry 4.0 competences such as data analysis or digital manufacturing. Furthermore, the authors recommend specific training and further research, especially regarding the application of appropriate teaching and learning methods, entrepreneurship, as well as project management, and Industry 4.0 methods and tools.

The paper from Tortorella et al. (2023) deals with the examination of postgraduate IEM programs of four HEIs in Brazil. The authors investigated key competences for Industry 4.0 by using questionnaires accompanied by expert interviews with professors. Results show that from the isolated 11 Industry 4.0 competences creativity, entrepreneurial thinking, leadership, adaptability and flexibility are lacking. In turn, research and analytical skills, as well as conceptual, procedural, and metacognitive knowledge scored highest.

To identify the current competences of IEM programs Vega-Valenzuela et al. (2023) surveyed students, alumni and academics. The study produced results that show potential for improvement concerning the introduction of continuous assessment, and the integration of hands-on teaching and learning formats based on competence-based profiles. Furthermore, the authors point out the lack of research in the discipline.

The study by Coluccio et al. (2022) showed causal relationships between self-efficacy, student burnout, and teaching quality. In addition, the perception of team competence was investigated as a moderating effect. The study shows that if the self-efficacy of students is increased, the risk of academic burnout can be reduced. Additionally, this leads to increased satisfaction with the teaching quality.

3.2.1.1.3. Curricula analysis and assessment

The respective curricula of systems engineering degree programs were examined for the relationship between hard and soft skills. The authors Bradley et al. (2019) showed that the descriptions of soft skills and hard skills are very different and thus a comparison between the study programs is difficult and suggests possibilities for harmonization.

For curriculum reorientation, authors Lima et al. (2019) investigated a total of 14 study programs for success and obstacle factors concerning industry competence level expectations. Results showed different approaches and emphases of hard skills focus. In addition, the study reveals a gap regarding the lack of description or focus on transversal skills. Finally, the authors derive a total of five recommendations for the restructuring of curricula from the results.

The development of a curriculum that summarizes students’ competences, expectations as well as personal strategies in a personal development plan was developed by the authors de Keyzer et al. (2019). In addition, the model includes a separate course, which is intended to increase the student’s life skills and thus enable them to the principle of lifelong learning. In addition, the approaches of work-based learning, project work, and collaborative learning are used in the courses.

Gallardo-Pastor et al. (2022) state that the introduction and implementation of accreditation processes have a positive influence on the quality of education for both staff and students. Based on further studies, the authors conducted a quantitative study on the topics of i) alignment of educational objectives and curriculum, ii) acceptance of learning outcomes and their achievement and iii) match between competences and professional requirements. The results show that the involvement of the surveyed professors is high and thus the commitment to new activities and content for the IEM study program.

Sustainability skills in the Informatics and IEM curricula at 25 universities in Spain were examined by Miñano Rubio et al. (2019). An analysis of the study programs showed that sustainability aspects are included, albeit in varying breadth and depth. In summary, the authors recommend the introduction of basic courses as well as the integration of sustainability topics in existing courses in the curricula for the holistic integration of sustainability skills.

Elia et al. (2021) developed a taxonomy consisting of 467 concepts and 32 higher-level topics for implementing management engineering topics in existing curricula. The identified topics can be used as a starting point for integration into engineering curricula to meet current needs for management and engineering.

The paper of Vieira et al. (2023) addressed the development of a curricular referential for extension activities in IEM study programs in Brazil. It discusses recent shifts in engineering education, emphasizing the significance of university extension as a complementary aspect of students’ formation. The paper underscores the necessity for guidelines and references to facilitate the incorporation of these changes and introduces a constructed reference document tailored for IEM courses. This document delineates various modalities and areas for extension activities, along with methods for their execution. The authors conclude by expressing the reference document’s goal of assisting directors of undergraduate industrial engineering courses in integrating extension activities into the curriculum, ultimately fostering the development of community-oriented and qualified professionals.

Zuluaga-Ortiz et al. (2023) developed a method for measuring the efficiency of IEM study programs using the Efficiency Analysis Tree (EAT) approach. This tool is intended to help universities analyze the efficiency of educational processes based on defined parameters and then improve them with the help of machine learning.

For a successful career as an IEM professional, essential technical competences and interdisciplinary competences are required. Through interviews, Hillmer et al. (2020) were able to isolate these areas of competence and thus derive and implement implications for restructuring curricula.

3.2.1.2. Meso and micro level

3.2.1.2.1. Teaching and learning approaches

The Brazilian engineering education of undergraduate study programs was advanced by the implementation of innovative methods by the authors Diogo et al. (2021). In the preparatory phase, companies were also involved in the redesign to include the real challenges in practice in the course structure within the challenge-based learning approach. The paper also identified the key elements of the course, such as the methods used, the timing, and other essential resources such as software for the e-learning units or the use of tutors. The presented course methodology can also be applied and adapted as a basic framework for other courses.

Reforming engineering education through new concepts, such as life cycle engineering (LCE), is nowadays essential to provide the engineers of tomorrow with more sustainable tools for their professional lives. The author Ortegon (2019) integrated the LCE approach through the use of real case studies and the use of project work. Thus, students are challenged to develop a product as well as to consider the economic, environmental, and social impacts.

Woschank et al. (2022) applied the challenge-based learning approach in IEM education within the context of Industry 4.0. It emphasizes the significance of training IEM professionals in implementing Industry 4.0 technologies and stresses the systematic development of transdisciplinary competences. The paper presents two case studies, i) the Greentech challenge and the ii) MUL 4.0 challenge, as illustrative examples of challenge-based learning concepts. It underscored the importance of fostering problem-solving skills, teamwork, communication, and entrepreneurial thinking through this approach. The authors conclude by highlighting the necessity for autonomy and methodological-didactical training to effectively implement challenge-based learning in IEM education.

Ruiz-Cantisani et al. (2022) presened the competence-based educational model using the challenge-based learning approach within a Mexican HEI and in cooperation with industry. For a holistic assessment surveys and interviews have been used to measure the models´ impact. Based on two examples the authors highlighted the strengths and challenges of the model. They conclude that the proposed model fosters the interconnectivity and development of transversal as well as professional IEM engineering competences. The aspect of professors being actively connected to the industry contributing to students´ competence development was highlighted by the authors.

The challenge-based learning approach was used by Palma-Mendoza et al. (2019) to equip IEM students with cross-disciplinary competences. The course was implemented at three Mexican universities and the support of six companies as challenge providers. Results show an increase in professional competences among students.

Course re-design based on the integration of problem-solving tools and methods based on gamification approaches were presented in the paper of Gonzalez-Almaguer et al. (2022). The authors developed the so-called ‘Race Board Game’ for students to acquire problem-solving and other competences. The students were assessed before and after the game to measure the impact, which resulted in significant competence development.

Sousa et al. (2023) examined the differences and similarities of three courses that used project-based learning as a teaching and learning method. Therefore, the learning pathway, the assessment reports and course documents served as the basis for the subsequent analysis. The authors identified the collaboration, motivation and commitment of the entire team of trainers, the continuous development of the program and the support of the educational institution as success factors for the use of problem-based learning (PBL) and HEIs.

Using the so-called ‘FRIYAY’ framework, the authors Singar et al. (2022) presented a project-based learning approach for IEM students in India. Normally, studies in India are organized in such a way that there are courses on four weekdays, Friday is free or the time for self-study. To enable students to work with colleagues on hands-on experiences and problem-based projects, the authors have developed and introduced FRIYAY – Friday and YAY (fun). This is intended to enable competence-based learning through the use of experiential and collaborative learning approaches.

The authors Kosmodemyanskaya et al. (2019) presented an example of soft-skills development within engineering training initiatives. Demonstrate discrepancies between the level of competence of graduates and the expectations of employers. Accordingly, it seems that the form of training is quite relevant for the success of students in their future professional lives. The authors used multi-level project groups to model standard and non-standard situations to train problem-solving skills and soft skills.

Gonzalez Almaguer et al. (2020) developed a new teaching and learning format for IEM students based on problem-based learning and the design thinking approach. The final evaluation showed an increase in students’ professional knowledge and transversal competences.

The authors Terrón-López et al. (2020) investigated the extent to which the redesign of a sustainability course with the PBL approach and the active involvement of an NGO in the learning process influenced the sustainability skills of IEM students. The results show that transversal competences such as autonomous learning, global mindset, problem-solving, and decision-making, as well as increased acceptance in dealing with ambiguity and uncertainty, were increased. In particular, the increase in knowledge in SDG 4 and 5 was emphasized. In addition, the integration of a ‘real’ project by the NGO increased motivation and acceptance.

Honrubia–Escribano et al. (2021) presented the integration of a tool called ‘PowerFactory’ as a teaching and learning method for power systems analysis in an IEM master’s program and an electrical engineering degree course. With the help of this tool, students can deal with common real-life situations in power systems based on a combination of theory, modeling, and simulation.

In a first step, Belmonte et al. (2023) identified the necessary competences concerning data science, automation and robotics for IEM students. The authors then implemented Kolb’s experiential learning approach in a laboratory setting to teach these so-called ‘Logistics 4.0 competences’ through hands-on content and methods. In the laboratory experiment, the students had the task of programming a warehouse map and a software solution for the guidance of robots based on the map on TRL (Technology Readiness Level) from scale 6 to 7. The results of the student survey showed the further development of active and autonomous learning, programming language skills, as well as knowledge about logistics concepts.

Rodríguez-Martín et al. (2019) presented a simulation-based case study for IEM undergraduate study programs implemented in the fluid-mechanical subject at the University of Salamanca in Spain. The authors described the learning pathway and its evaluation by means of questionnaires. Outcomes show that students valued the usage of simulation tools in terms of usability, thinking over and motivation.

Cram et al. (2023) implemented two additional hands-on learning paths for innovation and product design and entrepreneurial mindset, to foster sustainability-related engineering courses within IEM study programs and to bring them more into the awareness of IEM students. The authors presented a new design of the course consisting of eight modules with different learning formats and social forms, such as lectures, case studies, discussions and laboratory exercises. Competence measurements before and after the course showed significant competence gains in Life-Cycle-Assessment (LCA) applications, basic knowledge of climate change, and an enhanced entrepreneurial mindset.

Pernia-Espinoza et al. (2023) explored the execution of a service-learning initiative called OSOR (Open-source and Social Responsibility) within the IEM programs at the University of La Rioja in Spain. The project is designed that students develop and manufacture assistive products for individuals facing dependency situations, incorporating input from patients and collaboration with expert institutions. The authors improved the initiative, e.g. by incorporating the EntreComp framework, organizing targeted seminars and visits to specialized centers, and enhancing student-patient interaction. The authors evaluated the project’s strengths and weaknesses, proposing potential adjustments and enhancements for future iterations, like the incorporation of the flipped classroom methodology.

The research from Julián et al. (2023) focused on improving competences in graphic engineering courses, integrating CAD software in design engineering education, and implementing the flipped classroom methodology in practical courses. The results showed that these approaches are effective in enhancing student learning and engagement.

The re-design of a lecture has been presented by Ralph et al. (2020) to develop competences for digitalization and digital transformation in the metal forming industry for IEM students. The authors propose a structure that includes theoretical lectures, practical demonstrations, group discussions, and industrial case studies. The lecture focused on the implications of Industry 4.0 and the use of technologies like artificial intelligence and big data analysis.

Three universities in the Baltic region joined forces to develop a new approach to prepare school children for choosing appropriate occupations based on a collaborative setting including universities, schools, and enterprises. Shevtshenko et al. (2019) described the concepts and methods used, e.g. practical works and company visits, while trying to bridge the gap between educational institutions and industry and to promote IEM engineering education and professions in IEM disciplines to school children.

3.2.1.2.2. Course assessment and (re-)design

A comprehensive learning model was presented in the paper by Ramirez-Robles et al. (2022), in which the focus is on participant orientation and a strong practical orientation with industrial partners is implemented. This model is intended to provide a successful learning environment for students to develop the necessary engineering competences through practical methods and exercises.

Ciocia et al. (2020) identified the need for the implementation of new, innovative teaching and learning methods in already existing courses in the field of photovoltaics of industrial engineering study programs. The authors, together with other universities, developed an e-learning course with both theoretical inputs for teaching basic knowledge and practical exercises in virtual laboratories.

Students’ perceptions of teaching and learning goals achieved diverged from those of university expectations were investigated by Jaeger-Helton et al. (2019). The authors presented a measurement model to assess the gaps between students’ perception and expectations of learning outcomes. The paper concludes with implications for strengthening the link between student perceptions and the real world of work within IEM courses.

Hernandez de Menendez et al. (2020) investigated the necessary competences for the implementation and application of Industry 4.0 concepts and technologies. This competence overview can be used for competence assessment for either IEM students within IEM courses or industrial companies that have already implemented Industry 4.0 concepts and technologies. Thus, gaps in the competence levels for the use of Industry 4.0 concepts and technologies can be identified, and in turn, be integrated into IEM courses.

Visintainer Lerman et al. (2023) examined the teaching and learning methods in IEM courses based on interviews and observations in North America on the implementation of new or current methods in Brazil. The authors isolated short-, medium- and long-term strategies for IEM education. According to the authors, success factors for quality IEM education are i) competency-based learning modules, ii) robust infrastructure and hands-on learning environments, iii) establishment of a teaching and learning center to support the connection of students and alumni to the IEM community, and iv) promotion of university-industry collaboration.

A community education program in the field of civil protection in Mexico was described by Ortiz (2023) to further develop awareness raising and competence development as an open, flexible educational offer via a learning platform of professionals and students towards smart cities and then to measure the efficiency of the courses. The further development of the assessment of selected courses with regard to their impact on skills development over time can be seen as a key element of the paper.

The relationship between educational excellence and emotional intelligence was investigated by Patil et al. (2023) using questionnaires with IEM alumni. Emotional intelligence was subdivided into the areas of self-regulation, self-awareness, self-motivation, and social skills and is seen as a prerequisite for success in many areas of life. 265 alumni were surveyed and emotional intelligence appears to have a significant influence on educational success and should be taken into account in future IEM undergraduate courses.

The paper from Galarce-Miranda et al., (2023) presents the evaluation results of an online training course in Online Engineering Education and Pedagogy (OEP). The course aimed to improve the digital and pedagogical competence of engineering faculty members at a Chilean university. The participants were asked to evaluate the course, the didactic design, the usefulness of the acquired knowledge, the teaching competences, and their own participation and learning process. The results showed high satisfaction levels in all aspects evaluated, indicating that the course was successful in improving the participants’ digital and pedagogical competence.

3.2.2. Competences identified for the IEM discipline

To answer the research questions, the 53 papers were also analyzed according to the respective competences and their constructs. A total of 660 codings were made for the concept of competence. The authors attempt to define the term and identify key competences for the fourth and fifth industrial revolutions and apply them to the IEM discipline. While Tortorella et al. (2023) define competences for IEM professionals as the necessary skills for the successful processing of workflows, Jiménez et al. (2023) and Oliveira et al. (2021) choose the definition according to which knowledge, skills and abilities as well as personal attributes form a person’s competence. Hernandez de Menendez et al. (2020) and Jaeger-Helton et al. (2019) take a different approach and apply the competences of ABET (Accreditation Board for Engineering and Technology) (ABET, 2018) to the following seven areas:

• Application of STEM knowledge, like mathematics, science, and technology

• Design and development of various experiments

• Analyzation and interpretation of data

• Creation of systems or processes based on economic, environmental, social, political, ethical, health and safety, manufacturing, and sustainability constraints

• Identification, formulation, and solving of engineering problems

• Understanding the impact of engineering solutions in global, economic, environmental, and societal contexts

• Usage of techniques, skills, and modern engineering tools necessary for the IEM discipline

Based on this, Hernandez de Menendez et al. (2020) perform a further classification into the categories i) technical, e.g. process understanding, coding and media skills, as well as understanding IT security, ii) methodological, e.g. creativity, conflict-and problem-solving, analytical and research skills, iii) social, e.g. intercultural and language skills, communication and networking skills, and iv) personal competences, e.g. flexibility, ambiguity, motivation to learn, and sustainability mindset.

As part of the analysis, the different approaches, competence constructs as well as overlapping or divergent categorizations require restructuring or categorization. As outlined in Table 6, the competence categories are divided into the clusters, professional, digital, sustainable, and transversal competences and briefly described based on the analysis results.

Table 6. Competence category system.

Category	Definition
Professional Competences	Professional competences are necessary to successfully manage workflows, with an emphasis on the practical application of skills, knowledge, and abilities to efficiently manage and execute tasks. For the IEM discipline various authors include e.g. design, engineering, and business as essential competences.
Transversal Competences	Transversal competences are also described with terms such as soft skills, 21st century skills, or interdisciplinary competences and include competences that are required in all professional and private life situations. These include among others communication, team work, or empathy.
Digital Competences	Digital competences are also seen as essential skills for all areas of life. The main focus here is on digital literacy, the responsible and ethical use of ICT and digital media, digital programming/coding, or data analysis.
Sustainability Competences	Sustainability competences include measuring and analyzing the social, ecological and economic impact of technologies. These competences are defined as key competences for IEM.

3.2.2.1. Professional competences

The professional competences of IEM professionals are defined by Jiménez et al. (2023) as a „set of knowledge, skills, and attitudes; that are integrated according to a series of personal attributes (capacities, personality characteristics and individual resources); that is manifested at the level of behaviors; and that has a practical dimension, one of execution. Professional competence definitions help measure achievements in the workplace, and are developed for a particular context, normally complex and changing”. Statistical concepts, quality control, design of experiments, inventory control, planning, and forecasting are cited by Gonzalez Almaguer et al. (2020) as exemplary professional competences. The heterogeneity of the IEM discipline is reflected in Hernandez de Menendez et al. (2020) subdivision of professional competences into engineering, business and design:

• Engineering: Data science and advanced analytics, novel human-machine interfaces, digital to physical transfer technology, advanced simulations and virtual plant modeling, data communications and network, real-time inventory and logistical optimization systems, artificial intelligence, robotics, automation, information technologies, mechatronics, cybersecurity, augmented and virtual reality, knowledge of internet of things, interfaces, communication protocols, understanding systems, cloud solutions, software know-how, sensors and electronics, lean manufacturing

• Business: Technology awareness, change management and strategy, novel talent management and strategy, organizational structures and knowledge, the role of managers as facilitators, tech-enabled processes, business analysis, and digital skills

• Design: Understanding the impact of technology, human-robot interaction, user interfaces, tech-enabled product and service design, tech-enabled ergonomic solutions and user experiences

Additionally, Belmonte et al. (2023) add the competences of automation and robotics, and domain knowledge as essential for IEM professionals. Moreover, Lima et al. (2019) and define engineering competences just described as technical competences related to a specific area of knowledge and describe the fundamental IEM technical competences as follows:

• Production systems analysis and diagnosis

• Production systems design/Production planning and control processes design

• Planning production and project processes

• Monitoring and controlling processes and production system performance

• Developing projects, implementing systems, applying methods and procedures

• Evaluating production systems and processes

• Describing, comparing and selecting technologies, methods and paradigms

• Articulating knowledge objects from various areas

Cannarozzo Tinoco et al. (2023) present a framework of 11 technical competences for IEM professionals:

• Design, implement, and optimize processes, products and systems

• Manage complex production systems with a systemic view

• Collect, analyze and interpret data to improve operations

• Predict the evolution of production systems, innovate and undertake

• Integrate new concepts, methods, and technologies

• Offer value by integrating products and services

• Acting with social responsibility

• Acting with environmental responsibility

• Acting with economic and financial guidance

• Acting with market orientation

• Identify and solve society’s problems

3.2.2.2. Digital competences

The reference to the need for the (further) development of digital skills was mentioned a total of three times in the 53 papers analyzed. Among other things, the definitions of the European DigComp framework (Vuorkari et al., 2022) were applied, according to which digital literacy encompasses the use of ICT for professional, private and social life in a responsible, critical and creative manner and is subdivided into i) information and data literacy, ii) communication and collaboration, iii) digital content-creation, iv) safety, and v) problem-solving. Galarce-Miranda et al. (2023). also use this definition as the competence to use ICT and digital media to process and exchange tasks, problems, information and content ethically and responsibly. Digitalization skills are understood by Herrera et al. (2019) as an essential component of an IEM professional, which is available to everyone worldwide. Digital analysis and diagnosis, additive manufacturing skills, and programming/coding abilities are subsumed under digital skills by Hernandez de Menendez et al. (2020). For Woschank et al. (2022), digitalization skills are a cross-cutting skills category that is essential in all areas of professional and private life.

3.2.2.3. Sustainability competences

For the authors of the 53 papers, sustainability competences are more or less implicitly a key success factor for IEM professionals in the context of the fifth industrial revolution. The authors Miñano Rubio et al. (2019) and Terrón-López et al. (2020) apply the Barcelona Declaration on competences for engineering practitioners to the formulation of learning outcomes for the IEM curricula or for the description of a course for IEM students. For example, the ability to analyze and assess the social and environmental impact of technical solutions, knowledge, understanding, and ability to apply the legislation necessary for the execution of the IEM profession, or basic knowledge and application of environmental technologies and sustainability.

3.2.2.4. Transversal competences

Transversal competences are understood by the authors as competences that are beyond disciplinary boundaries and cannot be assigned to a specific profession or science (Freitas et al., 2018; Janssens et al., 2021), but are essential for IEM practice (Ortiz, 2023). s part of the analysis, it can be noted that different synonyms are used for this category, such as general education competences (Ruiz-Cantisani et al., 2022), soft skills (Hernandez de Menendez et al., 2020; Kosmodemyanskaya et al., 2019), social skills (Hillmer et al., 2020), personal qualities (Jaeger-Helton et al., 2019), generic skills (Pekkanen et al., 2020), cross-disciplinary skills (Cannarozzo Tinoco et al., 2023), or integration skills (Pekkanen et al., 2020). The authors Hillmer et al. (2020) and Freitas et al. (2018) make a further differentiation of transversal competences into intra-personal competences, as competences that relate to oneself (‘know yourself’), such as enthusiasm, integrity and commitment, and inter-personal competences, as the interaction with and in the environment of other people, cultures or societies, such as communication, leadership, collegiality. Additionally, Lozoya-Santos et al. (2019) add two further categories to Hillmer et al.‘s categorization, namely critical and innovative thinking, e.g. creativity, reflective thinking or resourcefulness, and global citizenship, e.g. tolerance, respect for diversity or civic/political participation.

Table 7 displays the identified interrelated transversal competences IEM professionals:

Table 7. Identified transversal competences of IEM professionals.

Creativity	Hernandez de Menendez et al. (2020); Janssens et al. (2021); Kosmodemyanskaya et al. (2019); Lima et al. (2019); Pekkanen et al. (2020); Pernia-Espinoza et al. (2023); Terrón-López et al. (2020); Tortorella et al. (2023)
Entrepreneurship	Cram et al. (2023); Hernandez de Menendez et al. (2020); Janssens et al. (2021); Pernia-Espinoza et al. (2023); Terrón-López et al. (2020); Tortorella et al. (2023); Visintainer Lerman et al. (2023)
Citizenship	Janssens et al. (2021); Lima et al. (2019); Oliveira et al. (2021)
Cultural awareness and expression/global mindset	Oliveira et al. (2021); Terrón-López et al. (2020)
Communication	Belmonte et al. (2023); Cannarozzo Tinoco et al. (2023); Freitas et al. (2018); Gonzalez-Almaguer et al. (2022); Hillmer et al. (2020); Jaeger-Helton et al. (2019); Janssens et al. (2021); Pekkanen et al. (2020); Terrón-López et al. (2020); Visintainer Lerman et al. (2023)
Planning and organization	Lima et al. (2019)
Professional ethic	Cannarozzo Tinoco et al. (2023); Lima et al. (2019)
Foreign language skills	Belmonte et al. (2023); Lima et al. (2019); Oliveira et al. (2021)
Willingness for lifelong learning	Cannarozzo Tinoco et al. (2023); Hernandez de Menendez et al. (2020); Hillmer et al. (2020); Janssens et al. (2021)
Ability to deal with the unexpected/working in environments of uncertainty	Lima et al. (2019); Pekkanen et al. (2020); Terrón-López et al. (2020)
Problem-solving	Gonzalez Almaguer et al. (2020); Gonzalez-Almaguer et al. (2022); Hernandez de Menendez et al. (2020); Hillmer et al. (2020); Jaeger-Helton et al. (2019); Janssens et al. (2021); Kosmodemyanskaya et al. (2019); Lima et al. (2019); Pekkanen et al. (2020); Pernia-Espinoza et al. (2023); Terrón-López et al. (2020); Tortorella et al. (2023); Visintainer Lerman et al. (2023)
Conflict-solving	Hernandez de Menendez et al. (2020); Tortorella et al. (2023)
Critical thinking	Freitas et al. (2018); Gonzalez Almaguer et al. (2020); Gonzalez-Almaguer et al. (2022); Janssens et al. (2021); Kosmodemyanskaya et al. (2019); Lima et al. (2019); Pekkanen et al. (2020); Pernia-Espinoza et al. (2023); Terrón-López et al. (2020); Visintainer Lerman et al. (2023)
Decision-making	Hernandez de Menendez et al. (2020); Kosmodemyanskaya et al. (2019); Lima et al. (2019); Pekkanen et al. (2020); Terrón-López et al. (2020); Tortorella et al. (2023)
Analytical skills	Freitas et al. (2018); Hernandez de Menendez et al. (2020); Janssens et al (2021); Pekkanen et al. (2020); Tortorella et al. (2023)
Research skills	Freitas et al. (2018); Hernandez de Menendez et al. (2020); Tortorella et al. (2023)
Efficiency orientation	Hernandez de Menendez et al. (2020); Tortorella et al. (2023)
Negotiation skills	Janssens et al. (2021); Kosmodemyanskaya et al. (2019)
Leadership	Lima et al. (2019); Tortorella et al. (2023)
Storytelling	Jaeger-Helton et al. (2019)
Interdisciplinary and collaborative teamwork	Belmonte et al. (2023); Cannarozzo Tinoco et al. (2023); Freitas et al. (2018); Gonzalez Almaguer et al. (2020); Gonzalez-Almaguer et al. (2022); Hillmer et al. (2020); Jaeger-Helton et al. (2019); Janssens et al. (2021); Kosmodemyanskaya et al. (2019); Lima et al. (2019); Pekkanen et al. (2020); Pernia-Espinoza et al. (2023); Tortorella et al. (2023)
Adaptability and flexibility	Kosmodemyanskaya et al. (2019); Tortorella et al. (2023)
System thinking	Pekkanen et al. (2020)
Time management	Freitas et al. (2018); Jaeger-Helton et al. (2019); Kosmodemyanskaya et al. (2019)
Emotional intelligence/empathy	Hernandez de Menendez et al. (2020); Kosmodemyanskaya et al. (2019)
Innovativeness and open-mindedness	Belmonte et al. (2023); Gonzalez Almaguer et al. (2020); Janssens et al. (2021); Terrón-López et al. (2020)
Taking initiative	Janssens et al. (2021); Pernia-Espinoza et al. (2023)
Responsibility	Janssens et al. (2021)
Ethical analysis	Cannarozzo Tinoco et al. (2023); Freitas et al. (2018); Gonzalez Almaguer et al. (2020)

Julián et al. (2023) on the other hand, apply the cycloid competence model from Liikamaa (2015), which originates from project management, for the self-evaluation of IEM students, in which 30 of the transversal competences are divided into two main categories. On the one hand, these are so-called personal skills and include cognitive ability, self-control, self-knowledge and self-motivation. Social skills, such as empathy or relationship building, form the second category, on the other.

3.2.3. Teaching and learning methods used in engineering education 5.0 in the IEM discipline

Concerning the methods and tools used in Engineering Education 5.0 of the IEM study programs, reference should be made on the one hand to the teaching and learning approaches used. Visintainer Lerman et al. (2023) and Sousa et al. (2023); Visintainer Lerman et al. (2023) isolated the success factors for quality IEM engineering education 5.0, namely i) competency-based learning modules, ii) robust infrastructure and hands-on learning environments, iii) establishment of a teaching and learning center to support the connection of students and alumni to the IEM community, and iv) promotion of university-industry collaboration (UBC). The analyzed papers in the meso respectively micro level category partially reflect these success factors and collectively highlight a range of innovative approaches and methodologies in the IEM education, emphasizing practical, interdisciplinary, and problem-based learning. The incorporation of industry collaboration, sustainability principles, and technology-driven tools is evident in these educational initiatives. Moreover, the following approaches are highlighted in the available literature:

• Challenge-Based Learning (CBL):Diogo et al. (2021); Woschank et al. (2020) and Ruiz-Cantisani et al. (2022) showcase the effective application of the CBL approach, involving real-world problems and industry collaboration. CBL is noted for its potential to foster transdisciplinary competences, problem-solving skills, teamwork, communication, and entrepreneurial thinking.

• Life Cycle Engineering (LCE) and experiental learning: Ortegon (2019) integrates Life Cycle Engineering (LCE) into engineering education, encouraging students to consider economic, environmental, and social impacts. Belmonte et al. (2023) focus on ”Logistics 4.0 Competences”, combining data science and robotics, emphasizing Kolb´s experiential learning approach.

• Gamification: Gonzalez-Almaguer et al. (2022) present a gamified learning approach, the ‘Race Board Game,’ leading to significant competence development in problem-solving and other skills.

• Project-Based Learning (PBL): Singar et al. (2022) introduce the ‘FRIYAY’ framework, promoting project-based learning on Fridays, allowing students hands-on experiences and problem-based projects, while Terrón-Lopez et al. investigate the redesign of a sustainability course using the PBL approach. Sousa et al. (2023) analyze courses using project-based learning and identify collaboration, motivation, and continuous development as key success factors.

• Problem-Based Learning and Design Thinking: Problem-based learning in combination with the design thinking approach was used by Gonzalez Almaguer et al. (2020), highlighting an increase in students´ knowledge and transversal competences. Kosmodemyanskaya et al. (2019) applied problem-based approaches within multi-level project groups to foster problem-solving and soft skills development.

• Integration of tools, software, and simulation: Honrubia–Escribano et al. (2021) integrate the ‘PowerFactory’ tool for power systems analysis, providing students with practical experience in dealing with real-life situations. Rodríguez-Martín et al. (2019) utilize simulation tools for fluid-mechanical subjects, highlighting positive outcomes in usability, critical thinking, and motivation, while Julián et al. are applying the CAD software within the engineering courses

• Incorporating service-learning initiatives: Pernia-Espinoza et al. (2023) explore the execution of a service-learning initiative (OSOR) to develop assistive products, incorporating input from patients and collaboration with expert institutions.

• Flipped classroom: Julián et al. (2023) and Ralph et al. (2020) implement the flipped classroom methodology and technology-focused lectures to enhance competences in graphic engineering, digitalization, and digital transformation

• Laboratories: Cram et al. (2023) presents the redesign of engineering courses focusing on applying mixed methods, like lectures, case studies, and discussions within the laboratory setting resulting in an increase in basic knowledge of climate change and an enhanced entrepreneurial mindset

• Educational collaboration beyond universities: Shevtshenko et al. (2019) describe collaborative efforts between universities, schools, and enterprises to introduce school children to IEM disciplines and professions

4. Discussion and implications

Our research aimed to transparently present a structured overview of the current literature on ”Engineering Education 5.0” with a special focus on competence-based education in the IEM discipline. The results of this paper imply further professionalization efforts and, therefore, contribute to the further profiling of engineering education in the IEM discipline. The detailed conduct of the SLR allows the derivation of research trends in the competency discourse, as well as the identification of the following two categories within didactical planning, namely i) the macro level and ii) the meso respectively micro level, including its thematic clusters. Within the macro level, the authors have subdivided the papers into the clusters of transdisciplinarity, competence needs analysis and assessment, as well as curricula analysis and assessment to systematically structure thematically overlapping papers. The meso and micro levels were combined due to the overlaps and subdivided into teaching and learning approaches and course assessment and (re-)design. The analysis further involves identifying the competences described as necessary in and for the IEM discipline. The results of the analysis will be discussed based on the following guiding research questions:

• What challenges is the IEM discipline currently facing and what are the implications for engineering education of IEMs?

• Which competences are perceived as necessary with regard to the engineering education of IEMs?

• Which methods and/or tools are currently used in the field of IEM engineering education at HEIs?

As regards the first research question, analyzing the clusters in the macro level category, the following challenges and recommendations for IEM engineering education can be highlighted. On the one hand, the papers collectively highlight a need for alignment between educational objectives, learning outcomes, and professional requirements. To overcome these challenges, train-the-teacher concepts, a teaching and learning center for academic staff and students (Visintainer Lerman et al., 2023), as well as closer collaboration with industry to provide students with real-world applications, such as project work, collaboration, and work-based learning could be implemented (Cannarozzo Tinoco et al., 2023; Julián et al., 2023; Lima et al., 2019). Embracing this innovative approach necessitates openness from all individuals and institutions engaged in the learning process, including educational institutions, companies or industries, teachers, and learners. For educators, this entails allocating extra time for planning and preparation, concurrently relinquishing some control during the learning process. Additionally, there is a requirement for seasoned staff to guide these learning processes and operationalize targeted assessment measures to evaluate learners’ outcomes effectively. On the learners’ part, it demands receptiveness to new and open-ended problems and the capacity for self-directed active learning (Woschank et al., 2022).

There’s a recognized gap in the attention given to transversal skills, soft skills, and sustainability aspects, on the other hand. Most of the analyzed IEM curricula focus solely on technical skills, lacking courses and programs for students to develop interpersonal and interdisciplinary skills. Additional initiatives include providing badges through the university career center, extending beyond the conventional curriculum, and establishing a mentoring system connecting graduates with current students (Hillmer et al., 2020). The establishment of open and appropriate teaching and learning environments at universities enables students to learn and carry out practical exercises both during and outside regular teaching hours. Designing flexible and appropriate teaching and learning environments at universities is crucial to providing students with a comprehensive learning experience. In addition, the creation of flexible learning environments helps to take better account of students’ individual needs and strengthen their responsibility for learning. Shifting to pedagogical approaches and methods that more effectively incorporate generic skills into engineering education is challenging, necessitating adjustments in curriculum design, teaching practices, and mindset. The authors recommend introducing specific training programs and certification courses (Visintainer Lerman et al., 2023) for students to acquire these competences and redesigning the curricula to enhance the incorporation of transversal, digital, and sustainability competences along the students´ learning pathway. Here, the one implication could be the alignment of learning pathways on life skills and the principle of Lifelong Learning (LLL) for comprehensive student development. One approach to bridge this gap could be the systematic incorporation of sustainability, digitalization, and transversal competences into every module of the study programs through fundamental introductory courses, relying on three pillars i) integrating sustainability principles into compulsory courses, ii) explicitly incorporating these principles into project courses and the final degree project, and iii) embedding sustainability topics across relevant courses throughout the curriculum (Miñano Rubio et al., 2019). Especially with regard to the development of sustainability competences, Hillmer et al (Hillmer et al., 2020). suggest to incorporate elements aligned with the six Principles of Responsible Management Education and the 17 Sustainable Development Goals. Oliveira et al. (2021) highlight the role of extracurricular activities in fostering competences not covered in traditional study programs. The promotion of exchange between subjects for interdisciplinary cooperation and the inclusion of multidisciplinary teams in the redesign of curricula could accelerate interdisciplinarity.In addition, while there’s a growing awareness of the importance of transversal competences, industry alignment, and ethical considerations, the lack of comprehensive research in the discipline itself remains a noteworthy gap. Tools, like the I4.0 Competence Maturity Model (CMM) proposed by Maisiri and van Dyk (2020) or the Efficiency Analysis Tree (EAT) using machine learning introduced by Zuluaga-Ortiz et al. (2023) to analyze and improve educational processes could assist in bridging these gaps. The development of research into competence-based teaching and learning methods, assessments and the development of evidence-based competence profiles for IEM professionals could also close the research gap. Additional empirical research and experimentation are essential to explore concrete pedagogical methods in implementing these approaches across various engineering disciplines and curricula (Ralph et al., 2020). Analyzing experiences, particularly focused on systematically and coherently applying pedagogical methods throughout studies, is crucial to facilitate the graduate learning of both integration skills and substantive knowledge (Pekkanen et al., 2020). Subsequent research endeavours should concentrate on systematically assessing the influence of potential success factors associated with contemporary teaching and learning methods on learning outcomes, utilizing more complex statistical procedures.Furthermore, efforts should be directed towards minimizing the disparity between provided and necessary educational services by integrating current scientific insights and industry-specific requirements into forthcoming industrial engineering education programs. Furthermore, the expansion of the presented case studies towards holistic didactic concepts and more concrete research achievements by means of extensive surveys (Bradley et al., 2019) and multivariate research efforts would speed up the IEM research activities. The missing link between tertiary education and industry could be tackled by establishing strategic collaborations with local industries, in which alumni play a central role in fostering these partnerships. Moreover, broadening collaboration with businesses to address real-world problems and challenges pertinent to the respective study programs would enable the industry to establish conducive learning environments and function as an additional learning ally (Cram et al., 2023; Visintainer Lerman et al., 2023). Additionally, the formalization of alumni connections (Visintainer Lerman et al., 2023) through a system that institutionalizes regular feedback on key attributes, aiming to contribute promptly to undergraduate education in alignment with current and future industry requirements.

Regarding the second research question on perceived competences, authors such as Tortorella et al. (2023) define competences for IEM professionals as the necessary skills for the successful processing of workflows, emphasizing the practical application of skills in managing and executing tasks efficiently. Otherwise, Jiménez et al. and Oliveira et al. (2021) adopt a broader definition of competence, encompassing knowledge, skills, abilities, and personal attributes. The inclusion of competences such as technical, methodological, social, and personal competences by Hernandez de Menendez et al. (2020) reflects an understanding that IEM professionals require a diverse skill set that goes beyond technical expertise. This aligns with the interdisciplinary and dynamic nature of the IEM discipline. Due to the abundance of competence coding and mentions, a categorization into professional, sustainability, digitalization and transversal competences was already made during the analysis and should serve to answer the second research question below. The definition of professional competences for IEM professionals, as presented by Jiménez et al. (2023), is comprehensive and emphasizes the integration of knowledge, skills, attitudes, and personal attributes. These competences are manifested in behaviors with a practical dimension, making them applicable in the complex and dynamic contexts typically associated with the IEM discipline. The mention of statistical concepts, quality control, design of experiments, inventory control, planning, and forecasting by Gonzalez-Almaguer et al. (2022) exemplifies specific professional competences that are crucial in the IEM discipline. Hernandez de Mendenez et al. recognize the heterogeneity of IEM by categorizing professional competences into three domains of engineering, business, and design. Belmonte et al. (2023) extend the list of competences by adding automation, robotics, and domain knowledge as essential, while Lima et al. (2019) provide a detailed breakdown of fundamental technical competences and Cannarozzo Tinoco et al. (2023) present a framework of 11 technical competences for IEM professionals.The recurring emphasis on the (further) development of digital skills in the analyzed 53 papers underscores the increasing recognition of the pivotal role these skills play in the landscape of IEM. The European DigComp framework (Vuorkari et al., 2022), providing a comprehensive definition of digital literacy, is notably referenced multiple times across the papers. According to this framework, digital literacy involves the responsible, critical, and creative use of ICT across professional, private, and social domains, categorized into information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. Galarce-Miranda et al. (2023). specifically adopt this DigComp definition, acknowledging the ethical dimension of digital skills, and highlighting the importance of responsible use in professional IEM practice. The scope of digital skills for Hernandez de Mendez et al. extends to digital analysis and diagnosis, additive manufacturing skills, and programming/coding abilities. This nuanced categorization reflects the multifaceted nature of digital skills.The consensus among the authors of the 53 papers is that sustainability competences play a crucial, albeit sometimes implicitly acknowledged, role as a key success factor for IEM professionals in the context of the fifth industrial revolution. This recognition is exemplified by the work of Miñano Rubio et al. (2019) and Terrón-López et al. (2020), who specifically draw on the Barcelona Declaration on competences for engineering practitioners to guide the formulation of learning outcomes in IEM curricula or to outline courses for IEM students. These papers highlight the importance of integrating sustainability considerations into the education and training of IEM professionals. For example, Miñano Rubio et al. (2019) emphasize competences such as the ability to analyze and assess the social and environmental impact of technical solutions, knowledge and understanding of the legislation necessary for the IEM profession, and a basic understanding and application of environmental technologies and sustainability.A noteworthy aspect of the analysis is the diverse terminology employed by different authors to describe transversal competences. Synonyms such as general education competences, soft skills, social skills, personal qualities, generic skills, cross-disciplinary skills, or integration skills are utilized, showcasing the varied perspectives and interpretations within the field. Hillmer et al. (2020) and Freitas et al. (2018) contribute to the discourse by further categorizing transversal competences into intra-personal and inter-personal competences. This differentiation recognizes the dual nature of transversal competences, acknowledging the importance of self-awareness and effective engagement with others in professional practice. Additionally, Lozoya-Santos et al. (2019) expand on this categorization by introducing critical and innovative thinking, and global citizenship. This broader categorization underscores the need for IEM professionals to possess not only personal and interpersonal skills but also critical thinking abilities, innovation, and a global perspective in navigating the complexities of their roles. The 10 most cited interrelated transversal competences essential for IEM professionals include communication, creativity, entrepreneurship, willingness for lifelong learning, problem-solving, critical thinking, decision-making, analytical skills, interdisciplinary and collaborative teamwork, and innovativeness and open-mindedness. This reflects a recognition that IEM professionals need to be well-versed not only in technical and managerial aspects but also in ethical, digital, and environmental considerations to navigate the challenges posed by the fifth industrial revolution. The definitions and frameworks presented by the authors collectively portray a comprehensive set of professional competences for IEM professionals, ranging from technical and analytical skills to business acumen and ethical considerations. Moreover, the discourse on transversal competences in IEM reflects a dynamic understanding that goes beyond mere terminology. By aligning educational objectives with the competences outlined above, these authors advocate for a holistic approach to IEM education that prepares professionals to address the complex, interconnected challenges of the contemporary industrial landscape. The authors contribute to fostering a generation of IEM professionals who are not only technically adept but also digitally, socially and environmentally conscious. In doing so, this comprehensive approach aligns with the evolving demands placed on IEM professionals and highlights the importance of integrating a broad set of competences into educational and professional development programs.

Within the third research question, the innovative educational strategies showcase the adaptability and responsiveness of IEM education to current industry demands, technological advancements, and the need for a well-rounded skill set of students. The emphasis on practical application, collaboration with industry, sustainability principles, and diverse learning methodologies collectively highlighted the intent to contribute to the holistic development of IEM professionals. Although the results of this categorization show very different results in terms of depth and breadth, a trend towards opening up the course content to real cases and company projects can be identified. Furthermore, it can also be shown that both teaching and learning methods and tools for the respective learning situations were presented at the micro-didactic level as well as those at the organizational level, such as cooperation with other universities or different educational institutions. It should be noted that the former, due to the relatively autonomous microdidactic planning, methods such as PBL or CBL can be implemented with relative ease. The latter, on the other hand, also require the usually more time-consuming administrative distribution of tasks and multicultural exchange, especially in the case of reciprocal recognition of the respective ECTS credits.However, with both teaching and learning approaches, it is of course not enough to simply make the case studies available to the students. As already briefly mentioned in the context of the first research question, it depends on the conviction and good planning or preparation of the teacher and their role as a facilitator. Having this in mind, it seems that the learning culture at tertiary educational institutions should focus less on imparting pure knowledge content, such as in lectures, and more on creating suitable learning environments in order to offer students hands-on learning tasks in a secure setting. This in turn would have implications for the infrastructure and the time resources of teachers.

5. Limitations

The study conducted a review of the scientific literature from 2018 to 2023, the date of data extraction from the Scopus scientific database. A limitation of this research is that during the period of the screening, selection and analysis, and development of the framework, further research on competence-based engineering education may have been performed and published. The current rapid development of research in this area is a limit to the results of this review. This secondary data analysis is intended to serve as a starting point or overview basis for further primary data collection. Based on the general overview of this study, more detailed competence requirements of the respective occupational fields in the IEM discipline can be generated. Furthermore, there is a need for joint efforts in the Knowledge Triangle – education, research, and business – using a transdisciplinary approach concerning the further development of the five research fields. Thus, the collaboration of experts from the IEM discipline, as well as experts from the education sector with the consultation of business representatives should be ensured.

6. Conclusions

The work environment, and ultimately the society in which we live, is increasingly changing. The main drivers of digitalization and sustainability (Industry 4.0) as well as the human centeredness (Industry 5.0), an increased commitment to sustainable business management, and ultimately crises, global disruption, internationalization, and pandemics lead to the fact that especially the industry and the associated engineering education must completely realign. In this respect, it is evident that the professionalization of engineering education is currently at an insufficient stage of development.

Using an SLR, the authors identified 274 studies, of which 53 were ultimately suitable for the subsequent quantitative and qualitative content analysis using the AI-based software Atlas.ti. As presented in this research paper, current studies focus on either the macro-level or the meso respectively the micro level of didactical planning at HEIs in the IEM discipline. Although, for example, curricular assessments were addressed at the macro level, the majority of the papers found addressed the general methodology rather than the overall process of curricular realignment. A similar picture can be seen at the meso or micro level, where the focus is increasingly on the holistic design of educational programmes, including didactic concepts from conception to reorientation based on evaluation results. Of particular interest would be the lessons learnt by the authors of the studies carried out and the main barriers encountered. A procedural description of the procedure would be extremely helpful here for deeper insights.

Moreover, 39 out of the 53 identified and analyzed studies are presented as a case study incorporating concepts, and experiments, or are in an early testing phase. Therefore, based on our knowledge, more in-depth studies cannot be found yet. However, the identified gaps and recommendations provide valuable insights for educators and institutions to refine their programs and better prepare students for successful careers in the IEM discipline. The recommendations put forth in this analysis aim to enhance the effectiveness of IEM education by addressing challenges, incorporating transversal skills, promoting sustainability, enhancing empirical research, and fostering stronger connections between academia and industry, both on macro and on meso and/or micro level.

Additionally, the identified need for the alignment between educational objectives, learning outcomes and professional requirements is highlighted as a significant obstacle. To overcome this challenge, it is important to integrate real-world applications, collaboration with industry, and innovative teaching and learning methods into the curriculum. These teaching and learning methods are for example challenge-based learning, the use of simulations, tools, and specific software, life-cycle engineering, flipped classrooms, and laboratories, as well as closer collaboration approaches with industry. Latter can be realized through strategic collaborations with local industries, involving alumni to foster partnerships and to address real-world problems and challenges to create conducive learning environments.

Thus, the focus is on the social constructivist understanding of learning and education, according to which learning processes take place in the lifeworld and are triggered by experiences in confrontation with the subjective sensation and the world. Thus, the lifeworld encompasses a space of experience (Husserl et al., 2021). By realizing these implications, the paradigm shift of the current focus from mere professional competences to the integration of transversal, digital and sustainable competences can also succeed. Here, the recommendation includes incorporating sustainability principles throughout the curriculum, integrating sustainability topics into compulsory courses, project courses, and the final degree project, providing badges, extending beyond the conventional curriculum, and establishing a mentoring system to address this gap. Concerning the implementation of these implications, however, more and more intensive research is needed in the IEM discipline with regard to the competence-based success factors, the potential further teaching and learning approaches and methods, transparent feedback mechanisms and assessments as well as suitable teaching and learning environments to promote the essential competences of future IEM professionals. Future research should therefore address the competence requirements and content orientations of successful learning environments and enable the inclusion of these subjective experiential spaces. These learning environments form the prerequisite for the (further) development of the individuals´ action competence. The development of action competence requires active engagement since competences exist as dispositions of abilities, skills, knowledge and values in the individual and only show themselves in the confrontation with the environment (Bader, 1989; Burke, 2006; Reetz, 1999; Strauch et al., 2009). This process is also called performance (Gnahs, 2010a). Which competences are necessary for the professional as well as private competence development for the successful coping with the professional and private everyday life, should be the content of further research. To achieve this, more comprehensive studies on the investigation of necessary competences for IEM professionals could be conducted in the future by means of mixed-method approaches, or research could also deal with the improved measurement of competences.

The results of this paper should serve as a starting point for future research to advance engineering education. As already mentioned in the introduction, an immersive adaptation of the professional education and training of (future) engineers is required. Ultimately, the overarching goal of engineering education is, of course, to enhance the education of IEM students according to the requirements of the future, and to provide training and continuing education programs based on technological and economic advancements and research findings. From a scientific point of view, the investigation of causal relationships between engineering competences and the performance of engineers in the industrial environment would be of particular interest. To conclude, educational reforms are already urgently needed to expand the education system and cover educational needs across the lifespan. In this context, subject-based, competency-based, transparent, and modularized teaching and learning concepts form the transition from reactive to proactive education. This contributes to the future-oriented design of educational measures, considering future needs or challenges for the entire IEM discipline.

Authors’ contributions

According to the CRediT author statement the contributions can be formulated as follows: CP: conceptualization, methodology, formal analysis, investigation, writing – original draft, writing – review & editing, visualization, project administration; MW: conceptualization, writing – review & editing; BMZ: conceptualization, supervision; EG: conceptualization, supervision.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research belongs to the project “EE4M – Engineering Excellence for the Mobility Value Chain” co-funded by the European ERASMUS-EDU-2022-PEX-COVE programme under the grant agreement No. 101104549.