Pedagogical Conditions for Developing the Design-Engineering Competence Of Future Engineers

Abstract

Design-engineering competence—an integrated set of knowledge, procedural skills, professional values, and reflective habits for solving open-ended technical problems—is a core outcome of contemporary engineering education. This article substantiates pedagogical conditions that most effectively cultivate this competence in undergraduate programs: authentic problem contexts aligned with industry standards; iterative, model-based design supported by digital tools; structured collaboration and communication regimes; formative assessment embedded in the design process; and a reflective culture that links theory, modeling decisions, and evidence from tests or simulations. Drawing on competence-based education, experiential and sociocultural learning theories, and the CDIO/ABET outcome frameworks, we propose a program-level implementation that sequences progressively complex design experiences, ensures interoperability of tools and standards, and builds faculty capacity for coaching rather than mere software instruction. Findings from implementation in a polytechnic context indicate improved performance in problem framing, parametric modeling, trade-off analysis, and design communication, as well as greater transfer of learning to internships and capstone projects. The article concludes with implications for curriculum architecture, assessment design, and institutional policy to sustain equitable access and academic integrity in AI-enriched design environments.