A Systematic Literature Review on the Role of Engineering Education in an Evolving Educational Landscape

Abstract

This systematic literature review (SLR) examines the evolving role of engineering education in the face of rapid technological disruption, shifting industry demands, and societal expectations for sustainability. Drawing on 2019–2025 literature, four converging themes are identified: (1) digital and online learning, (2) industry–academia collaboration, (3) future-ready competencies, and (4) sustainability and ethics. Digital platforms such as Massive Open Online Course (MOOCs), flipped classrooms, and AI-driven tools are transforming pedagogy, while collaborations with industry enhance authentic problem-solving and employability. At the same time, new competency frameworks emphasise interdisciplinary skills, adaptability, and AI literacy. Sustainability and ethics are increasingly embedded into curricula, yet inconsistently operationalised. Persistent challenges include faculty readiness, unequal digital access, and limited assessment tools for complex competencies. This review highlights best practices and gaps, concluding with recommendations for integrated curriculum design, stronger policy support, and robust measurement frameworks. It argues for a holistic, adaptive model of engineering education capable of preparing graduates as technologically proficient, socially responsible, and globally adaptable professionals.