An integrated competency model for engineering teachers: A comparative framework insights

Lihui Xu

doi:10.54844/eer.2024.0816

Authors

Lihui Xu UNESCO International Centre for Engineering Education (ICEE) Tsinghua University https://orcid.org/0009-0009-5199-2461

DOI:

https://doi.org/10.54844/eer.2024.0816

Keywords:

engineering education, competency frameworks, artificial Intelligence, pedagogical knowledge, engineering pedagogy

Abstract

The accelerating demands of engineering education in the 21st century, coupled with the emergence of artificial intelligence (AI), require a redefinition of the competencies of engineering educators. This study develops an integrated competency model tailored to the needs of modern engineering education. It synthesizes five established frameworks and incorporates recent research achievements on engineering teacher competencies. Through a detailed comparative analysis, this study refines a model that balances technical competence, pedagogical competence, and professional and ethical competence. The model is visually represented to highlight the interconnections between these domains. This study provides a foundation for improving faculty development and aligning teaching with industry and societal demands. It offers both theoretical insight and practical guidance for building educational excellence in engineering for a sustainable future.

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