Memorias ENGINEERS EUROPE

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Memoria de Actividades 2025 CNE ENGINEERS EUROPE 1 MEMORIA DE ACTIVIDADES 2025 COMITÉ NACIONAL ESPAÑOL DE ENGINEERS EUROPE

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 2 INDICE 3.- ACTIVIDAD ESPAÑOLA 3.1 Comité Nacional Español de ENGINEERS EUROPE 3.1.1 Consejo Rector 3.2 Comité Español de Acreditación 4.- ACTIVIDAD INTERNACIIONAL 4.1 Asamblea General 4.2 Forum NATIONAL MEMBER -NMF 4.3 Comité Ejecutivo -Ex. Board 4.4 Comité de Certificación – CC 4.5 Países del Sur 4.6 WG FUTUROS INGENIEROS 4.7 Inteligencia Artificial 4.8 E4E 5.- ANEXOS 9 28 15 1.- ORGANIZACIÓN 3 1.1 Composición del COMITÉ NACIONAL ESPAÑOL DE ENGINEERS EUROPE 1.2 Composición del COMITÉ ESPAÑOL DE ACREDITACIÓN DE ENGINEERS EUROPE 1.3 Ingenieros españoles en los ORGANOS EUROPEOS DE LA EE 2.- INTRODUCCIÓN 6 2. Introducción

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 3 1.- ORGANIZACIÓN

D. José Mª. Goicolea Ruizgomez – Ingeniero de Caminos, Canales y Puertos Dña.MaribelSantos Pérez– IngenieraTécnicade ObrasPública Memoria de Actividades 2025 CNE ENGINEERS EUROPE 4 1. ORGANIZACIÓN 1.2 Composición del COMITÉ NACIONAL ESPAÑOL DE ACREDITACIÓN 1.1 Composición del COMITÉ NACIONAL ESPAÑOL DE ENGINEERS EUROPE 1.3 Ingenieros españoles en los ÓRGANOS EUROPEOS DE ENGINEERS EUROPE Vocales SEC RETARIO Presidente Vicepresidente Secretario General Tesorero COMITÉ DE CERTIFICACIÓN - CC Dña. Mª. Cruz Díaz – Ingeniera Agronómo D. José Antonio Galdón Ruiz – Ingeniero Técnico Industrial D. Carlos Rodríguez Ugarte - Ingeniero de Telecomunicación D. Andrés Díez Galilea – Ingeniero Técnico en Topografía Dña.M.ªAngelesdeBlasCecilia–Ingeniera Técnica Agrícola D. Carlos RodríguezUgarte - Ingeniero de Telecomunicación D. Juan Ignacio Artieda González-Granda – Ingeniero de Minas D. Jorge Cerqueiro Pequeño –Ingeniero Técnico Industrial D.FernandoGuijarro Merelles – Ingeniero Industrial D.DavidSedanoAbad - Ingeniero Técnico Aeronáutico D.JoséA.LópezOlmedo – Ingeniero Técnico de Telecomunicación D.ErnestoDomínguez Alvarez - Ingeniero Técnico de Obras Públicas PRESIDENTE Presidente del IIE S DE LOS INSTITUTOS: SECRETARIOS GENERALES DE LOS INSTITUTOS: Presidente del INGITE DirectorGeneralde IIE SecretarioGeneral de INGITE

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 5 1.2 CUADRO DE HONOR ANTs. PRESIDENTES DE LA FEANI ANTs. VICEPRESIDENTES DE LA FEANI ANTs. PRESIDENTES DEL CNE DELA FEANI ANTs. MIEMBROS ESPAÑOLES EN EL EX. BOARD PRESIDENTES DE HONOR DEL CNE DE LA FEANI ANTs. TESOREROS DEL CNE DE LA FEANI D. José Mª Montes Villalón (1991 – 2003) D. Juan de Dios Alférez Cantos (2003 – 2006) D. Juan Blanco Lino (2006 – 2009) D. Pedro Bello Berlín (2009 – 2010) Dª Raquel Esteban Pinto (2010 – 2012) D. Juan Blanco Lino (2012 – 2015) Dª Raquel Esteban Pinto (2015 – 2018) D. Rafael Monsalve Romero (2018 – 2021) D. José Antonio López Olmedo (2021 – 2024) ANTs. VICEPRESIDENTES DEL CNE DE LA FEANI ANTs. SECRETARIOS GENERALES DEL CNE DE LA FEANI D. Miguel JerezJuan -1978 D. José Mª Coronado Valcárcel - 1980 D. Lorenzo Madridejos Sarasola - 1983 D. José Maza Selas - 1991 D. Vicente García Álvarez - 1998 D. José Mª Fluxá Ceva - 2003 D. Avelino Suárez Alvarez - 2006 D. Rafael Fernández Aller - 2015 D. Miguel JerezJuan 1970 D. José Maza Selas (1984 – 1987) D. Vicente García Álvarez (1996 -1999) D. Rafael Fernández Aller (2010 – 2012) D. José Mª Coronado Valcárcel (1979) D. Vicente García Alvarez (1996-1999) D. José Mª Fluxá Ceva (1999 – 2005) D. José Antonio Molina Francés (2005- 2008) D. Rafael Fernández Aller (2008- 2010) D. Juan Blanco Lino (2014-2017) Dña. María Nuño Valdés (2017-2022) D. José Mª Coronado Valcárcel (1980 -1983) D. José Medem Sanjuan (1993 – 1996) D. Rafael Fernández Aller (2012 – 2014) D. Miguel JerezJuan D. Lorenzo Madridejos Sarasola D. José Mª Coronado Valcárcel (1978 – 1980) D. José Maza Selas (1980 – 1989) D. Vicente García Álvarez (1989 – 1998) D. José Mª Fluxá Ceva (1998 – 2003) D. Avelino Suárez Álvarez (2003 – 2006) D. José Antonio Molina Francés (2006 – 2008) D. Rafael Fernández Aller (2008 – 2009) D. Juan de Dios Alférez Cantos (2009 – 2012) D. Rafael Fdz Aller/D. Manuel de Oña (2012 -2015) D. José Javier Medina Muñoz (2015 – 2018) D. Luis Manuel Tomas Balibrea (2018- 2020) D. Luciano Azpiazu Canivell (2020 - 2021) D. David Sedano Abad (2021 – 2024) D. Miguel Ángel Gómez Alamá (1983 – 1991) D. Jacinto Alonso Las Peñas (1991 – 1998) D. Luis Ayuso Llorente (1998 – 2003) D. José Antonio Molina Francés (2003 – 2006) D. Juan de Dios Alférez Cantos (2006 – 2009) D. Rafael Fernández Aller (2009 – 2012) D. José Javier Medina Muñoz (2012 – 2015) D. Luis Manuel Tomas Balibrea (2015 – 2018) D. José Javier Medina Muñoz (2018 – 2021) D. David Sedano Abad (2021 – 2021) D. Fernando Guijarro Merelles (2021 – 2024) D. Francisco Sanabria Celis(1980– 1989) D. Juan de Dios Alférez Cantos (1989 – 1991) D. José Javier Medina Muñoz (1992 – 1999) Dª Raquel Esteban Pinto (1999 – 2003) D. Fernando García Robredo (2003 – 2005) D. Francisco Javier Moledo Froján (2005 – 2006) D. Juan Blanco Lino (2006 – 2006) (2009 – 2012) Dª Raquel Esteban Pinto (2006 – 2009) D. Juan de Dios Alférez Cantos (2009 – 2012) D. Rubén López-Pulido (2015 – 2018) D. José Antonio Galdón Ruiz (2018 – 2021) D. José Antonio López Olmedo (2021 – 2021) D. Rafael Monsalve Romero (2021 – 2023) D. Juan I. Artieda González-Granda (2023 – 2024)

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 6 2.- INTRODUCCIÓN

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 7 El año 2025 ha marcado un punto de inflexión para nuestro Comité, consolidándose como un periodo de intensa actividad preparatoria y fortalecimiento estratégico. Durante el pasado ejercicio, los esfuerzos se han centrado en elevar la voz de la ingeniería española en el contexto global, sentando las bases de lo que será nuestro mayor desafío y orgullo en el corto plazo Málaga 2026. Sin duda, el hito que define nuestro presente es la organización de la Asamblea General de ENGINEERS EUROPE en Málaga, programada para mayo de este 2026. Este evento no es solo una reunión administrativa; es un hito internacional que convertirá a la "Ciudad de la Luz" en la capital tecnológica del mundo. Queremos que esta Asamblea sea un reflejo del potencial de las ingenierías. Es fundamental que el tejido profesional y las empresas locales se sientan partícipes de este evento, mostrando al mundo la capacidad de innovación que reside en el sur de Europa. Este foro servirá para poner en valor la figura del ingeniero como motor de transformación social y económica, en un entorno inmejorable para el intercambio de conocimiento. Nuestra labor en 2025 también ha estado marcada por el compromiso con el Espacio Europeo de Ingeniería. Hemos liderado avances significativos en el proyecto E4E (Engineers for Europe), trabajando en la armonización de competencias y en asegurar que nuestros profesionales cuenten con los estándares de excelencia que demanda el mercado continental. Laintegración y la movilidad siguen siendo nuestros pilares, asegurando que la ingeniería europea sea un bloque sólido, innovador y preparado para los retos de la sostenibilidad yladigitalización. 2. INTRODUCCIÓN

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 8 3.- ACTIVIDAD ESPAÑOLA

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 9 Constituido por el Instituto de la Ingeniería de España (IIE) y el Instituto de Graduados en Ingeniería e Ingenieros Técnicos de España (INGITE), el Comité Nacional Español de ENGINEERS EUROPE actúa como el órgano defensor de los profesionales del sector. Su actividad primordial se orienta a fortalecer el reconocimiento, la movilidad y el posicionamiento estratégico de nuestros ingenieros. Las reuniones periódicas del comité constituyen el eje operativo y estratégico para el seguimiento del sector. En estos encuentros se abordan, de manera prioritaria, la supervisión y optimización del presupuesto, garantizando la viabilidad económica de las iniciativas en curso. Asimismo, actúan como un observatorio clave para debatir temas de interés estratégico dentro y fuera de España, analizando las tendencias emergentes, los cambios regulatorios y los desafíos tecnológicos que impactan a la profesión. Este intercambio permite alinear la hoja de ruta nacional con las directrices y políticas del marco europeo, asegurando que la ingeniería española mantenga una posición competitiva, conectada y vanguardista en todo el continente. En estas sesiones de trabajo se alcanzan los consensos institucionales que, posteriormente, son trasladados a los diferentes órganos de gobernanza de ENGINEERS EUROPE, tales como su Consejo Rector, la Asamblea General y los diversos Grupos de Trabajo. Durante el año 2025, el Comité mantuvo un total de 9 reuniones ordinarias, desarrolladas íntegramente de forma presencial en las siguientes fechas: 15 de enero 12 de febrero 2 de abril 7 de mayo 18 de junio 16 de julio 10 de septiembre 22 de octubre 25 de noviembre La reunión del 22 de octubre, celebrada en la sede del Colegio de Peritos e Ingenieros Técnicos Industriales de Málaga, acogió un encuentro clave de carácter institucional. El acto contó con la participación destacada de Dña. Penélope Gómez, concejala de Medio Ambiente del Ayuntamiento de Málaga e Ingeniera de Caminos, Canales y Puertos, quien asistió en representación del consistorio. 3.ACTIVIDAD ESPAÑOLA 3.1 COMITÉ NACIONAL ESPAÑOL DE ENGINEERS EUROPE

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 10 Durante la sesión, el presidente del Comité, el Sr. Guijarro, detalló los objetivos estratégicos de la organización mediante una ponencia articulada en tres ejes fundamentales: (se adjunta doc.entregado/Anexo) 1. Identidad corporativa y fines de la organización. 2. ENGINEERS EUROPE: Análisis de su papel institucional y alcance a nivel europeo. 3. Málaga 2026: Presentación oficial del evento que se celebrará en la ciudad en mayo de dicho año. La Sra. Gómez mostró una excelente disposición y cercanía, comprometiendo el apoyo de su concejalía para el éxito de la iniciativa. Como medida inmediata de colaboración, facilitó el contacto directo con la Oficina de Turismo del Ayuntamiento para coordinar el asesoramiento técnico y logístico en: Selección de sedes y espacios institucionales. Gestión de la planta hotelera y bloques de alojamiento. Programación devisitas técnicas y diseño de la agenda social del evento. Finalmente, los presidentes de los Colegios Profesionales asistentes reafirmaron su compromiso de colaboración activa en todas las fases organizativas del encuentro. Presidentes de Colegios profesionales de Málaga Penélope Gómez, Concejala de Medio Ambiente, Ptes de Colegios profesionales y miembros del CNE

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 11 El Comité Español de Acreditación es el organismo nacional establecido en cada país miembro de ENGINEERS EUROPE. Está integrado por representantes de las asociaciones nacionales de ingeniería, el sector industrial y el ámbito académico. Sus funciones principales se articulan en los siguientes ejes de actuación: A raíz de estos avances, el presente ejercicio ha estado marcado por una intensa actividad enfocada en la preparación y organización de la Asamblea General (AG) en Málaga en 2026. La envergadura y complejidad del evento han exigido un esfuerzo sin precedentes, donde la planificación logística ha jugado un papel crucial para coordinar agendas, espacios y delegaciones internacionales. De cara a este gran encuentro, la gestión de infraestructuras y operaciones ha resultado un desafío organizativo de primer orden para asegurar que todos los aspectos institucionales estuvieran plenamente listos para su celebración en mayo de 2026. Revisar y validar las solicitudesde registro para la obtención del Certificado EUR ING. Verificar minuciosamente laautenticidad de la información aportada por los candidatos, auditando sus competencias académicas, su experiencia profesional, su Desarrollo Profesional Continuo (CPD) y, cuando proceda, su Evaluación de Aprendizaje Profesional (CLA). Garantizar el cumplimiento estricto de los requisitos y directrices formales del proceso de solicitud. En el año 2025 consolidó al Consejo Rector (IIE e INGITE) como el puente fundamental para la organización de la Asamblea General en Málaga. Los presidentes de ambas instituciones se han comprometido a colaborar en todo lo necesario para que la Asamblea de ENGINEERS EUROPE en España sea todo un éxito. Además, este consejo se ha mantenido como el termómetro de la ingeniería en España y Europa, procesando información clave de organismos internacionales y traduciendo las visiones de sus presidentes en acciones concretas, destacando especialmente los siguientes puntos. En la última reunión del año, que tuvo lugar en octubre, el Consejo Rector, aprobó Plan de Acción 2024-2027. Presupuesto del CNE para el ejercicio del año 2026. Informes de las reuniones de las dos Asambleas Generales de ENGINEERS EUROPE, EMC y de los Grupos de trabajo STEM, actualmente Ingenieros Europeos y el SDG. Informe del Proyecto ERASMUS+ E4E, el cual ha finalizado después de 4 años de trabajo. 3.1.1 CONSEJO RECTOR 3.2 COMITÉ ESPAÑOL DE ACREDITACIÓN Evaluación y certificación profesional: o o o

Memoria de Actividades 2025 CNE ENGINEERS EUROPE La Declaración de principios éticos de la profesión de la ingeniería recoge los valores fundamentales que guían a los profesionales de la ingeniería, entre los que se incluyen la honestidad y la integridad, la responsabilidad social, la precisión y el rigor, el liderazgo y la comunicación eficaces, y la gestión responsable de la tecnología y el medio ambiente. Estos principios tienen por objeto garantizar que la ingeniería contribuya de forma segura, responsable y sostenible a la sociedad y al planeta. ENGINEERS EUROPE ya publicó en 2022 su Código de Conducta bajo el título: Ética y Conducta de los Ingenieros Profesionales Hasta el día 31 diciembre de 2025, el número de Eur. Ing´s en Europa asciende a 35.960. 12 Mantener actualizado el registro de programas e Instituciones de Educación Superior (HEI) en la base de datos del EEED. Informar periódicamente al Comité Europeo de Monitoreo (EMC) sobre la estructura y evolución del sistema educativo y profesional de la ingeniería en el país, así como sobre los estándares de sus escuelas y planes de estudio. Proponer la inclusión de nuevos programas de ingeniería en el EEED, asumiendo la responsabilidad institucional de la veracidad de los datos nacionales aportados. Elaborar y emitir un listado de revisión anual con los programas presentados bajo este marco, los cuales se someten a una auditoría general periódica (aproximadamente cada 5 años). Gestión de programas académicos y mantenimiento del EEED: o o o o Total de acreditaciones Eur. Ing’s correspondientes al IIE 19 89- 20 25 AE AG CA 1421 164 66 41 192 EUR. ING'S DE ICAI IN MI 39 29 7 11 MO 20 0 18 0 16 0 14 0 12 0 10 0 80 60 40 20 0 NA TE EUR. ING's -IIE

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 13 Actualmente, el comité trabaja en la subsanación de una incidencia técnica en la base de datos European Engineering Education Database (EEED), la cual provocó la pérdida bastantes titulaciones españolas previas al Plan Bolonia; se está procediendo a su reintroducción sistemática. Es importante destacar que la EEED es una plataforma compartida entre ENGINEERS EUROPE y ENAEE. Aunque ambas organizaciones operan de forma independiente y bajo sus propios criterios institucionales, cooperan en el mantenimiento de este registro de universidades y titulaciones. En el ámbito nacional, cabe señalar que todos los programas de ingeniería validados y aprobados por el CEA-EMC corresponden estrictamente a títulos que otorgan atribuciones profesionales reguladas requisito obligatorio para solicitar el Certificado de Eur. Ing. Total de acreditaciones Eur. Ing’s correspondientes al INGITE 1989-2025 500 2500 2000 1500 1000 2128 354 286 187 187 175 86 94 16 10 0 TEC. ATEEC. ATGEC. FTOEC. ICATEIC. INTEC. MTIEC. NTAEC. O.TPEC.TTEEC. TO EUR. ING's INGITE

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 5 4 16 0 11 145 14 2 15 0 6 0 5 3 3 13 23 4 0 6 1 2 0 13 14 PAIS AT BE BG CH CY CZ DE DK EE ES FI FR GB GR HU IE IS IT LU MT NL NO PL PT RO RU SE SI SK UA TR 2025 25 5 1 15 2 5 14 TOTA L 623 346 53 924 101 137 3.086 380 60 4.104 700 2.839 17.01 0 568 660 1.418 20 72 33 227 681 210 468 210 286 9 363 112 176 1 62 Eur. Ing’s otrogados 1989-2025

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 15 4.- ACTIVIDAD INTERNACIONAL

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 16 ENGINEERS EUROPE celebró su primera Asamblea de 2025, con presencia física, en Zurich (Suiza) el 23 de mayo. Esta primera reunión fue presidida por el Sr. R. Appel, con la asistencia de 26 Miembros Nacionales. España estuvo representada por los Sres. F. Guijarro y D. Sedano. Se siguió con el Orden del día. Durante la sesión, el presidente, Sr. R.Appel, compartió una reflexión estratégica sobre el papel determinante que desempeña la ingeniería en la resolución de los grandes desafíos sentido, destacó áreas críticas como el cambio climático, la transición energética, la digitalización y la defensa, subrayando que ENGINEERS EUROPE debe adoptar un posicionamiento mucho más activo en el globales actuales. En este Fernando J. Guijarro – presidente y debate público europeo.Asimismo, enfatizó la importancia de garantizar una base financiera sólida para sustentar las ambiciones de la organización. David Sedano - vicepresidente Asamblea General en Zurich - Suiza En el plano económico, se presentaron y aprobaron los resultados financieros correspondientes al ejercicio 2024, el cual cerró con pérdidas. El desglose de ingresos del año mostró una dependencia mayoritaria de las cuotas de membresía, que representaron el 75% del total, complementadas por la financiación de la Unión Europea (15%) y los derechos de emisión del certificado EUR ING (10%). Para fortalecer el balance futuro, se informó sobre una estrategia de diversificación que incluye la apertura del título EUR ING a candidatos fuera del Espacio Europeo de Educación Superior (EHEA) y una mayor implicación en proyectos del programa ERASMUS+. Respecto al certificado de EUR ING mantiene una trayectoria positiva en el 2025. Además, se recordó la transición hacia el modelo EUR ING 2.0, que a partir de enero de 2028 exigirá una renovación cada cinco años basada en el Desarrollo Profesional Continuo (CPD). En cuanto a los proyectos de innovación y sostenibilidad, se informó de la culminación de Engineers4Europe (E4E) en agosto de 2025. Tras su cierre, el "Consejo de Competencias" se integrará como un órgano permanente para dirigir la estrategia de habilidades de ingeniería en Europa. Por su parte, el grupo de trabajo sobre Inteligencia Artificial se ha definido las prioridades para un marco que armonice el avance tecnológico con la seguridad, mientras que el grupo 4. ACTIVIDAD INTERNACIONAL 4.1 GENERALASAMBLEA

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 17 La segunda reunión, asamblea general, de ENGINEERS EUROPE, se llevó a cabo el 30 de spetiembre contó con la representación de 28 de los 33 miembros nacionales, alcanzando con un quórum de 85 votos de un total de 96, permitiendo la validez de las decisiones adoptadas. Por parte española, asistieron los Sres. Guijarro, Sedano, López Olmedo y la Sra. de Blas. En relación con la situación Financiera y Presupuesto 2025, se reportó un ligero déficit al cierre del segundo trimestre, aunque se proyectó un balance positivo al finalizar el año. El presupuesto para el año 2026, fue aprobado por unanimidad. Se prevé unos mayores ingresos, que incluyen un incremento del 3% en las cuotas de los miembros (ajustado por inflación) y una previsión de aumento por los certificaciones EUR ING. Sobre los hitos de proyectos y estrategia se informó de la finalización del Proyecto E4E (Engineers for Europe), el cuál concluyó con éxito, logrando la publicación de una Estrategia de Competencias dedicado al ODS 7 lanzará en el segundo semestre una serie de podcasts especializados en energías renovables y el impacto energético de la IA, sustituyendo así el formato de libro blanco. Finalmente, la estructura de gobierno se vio reforzada con la elección unánime del Sr. A. Kounitzky como miembro del Ex. Board por un periodo de tres años. Como cierre de la jornada, el Sr. Guijarro y el Sr. Sedano presentaron un vídeo promocional de Málaga, formalizando así la propuesta para que España sea la sede de la próxima Asamblea General en 2026 Presentación de Málaga para la celebración de la Asamblea General 2026

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 18 (Skills Strategy) de 120 páginas y la creación de cuatro cursos de micro-credenciales que superaron los 1.100 inscritos. (se adjunta al anexo) En lo que respecta a los certificados de EUR ING, se registraron 226 solicitudes aceptadas hasta la fecha de la asamblea, el 30 de septiembre de 2025. El Comité de Monitoreo Europeo (EMC) informó que cambiará su nombre a "Comité de Certificación" (CC) para mejorar su visibilidad externa. Se aprobó la admisión de Uzbekistán (ARIA) como Miembro Afiliado con un 85% de votos a favor. Además, la organización se integró en el Comité Asesor Empresarial de la OCDE. El secretario general de ENGINEERS EUROPE anunció dos vacantes en el Ex. Board para mayo de 2026, correspondientes a los representantes de Francia (Tesorero) y Malta, ambos de los países del sur. Igualmente, ratificó que la próxima Asamblea General se celebrará el 21 y 22 de mayo de 2026 en Málaga, España. El 22 de mayo de 2025, el National Members Forum (NMF) de ENGINEERS EUROPE celebró su trigésima reunión en Zúrich, Suiza. El encuentro marcó una etapa de transición con el traspaso de funciones entre el presidente saliente, Hannes Treier, y la nueva presidenta, Nancy Vercammen, quien presentó su visión estratégica para el futuro del foro. Durante la jornada, se abordaron temas clave para la profesión de ingeniería en el contexto europeo y local: Educación y Sostenibilidad: Se analizaron los diferentes enfoques de la educación en ingeniería en Suiza y se revisaron las acciones realizadas con motivo del Día Mundial de la Ingeniería para el Desarrollo Sostenible. Proyectos Estratégicos: El Secretario General, Dirk Bochar, presentó los avances del proyecto Engineers for Europe (E4E), destacando la estrategia de competencias (Skills Strategy), el desarrollo de microcredenciales y la continuidad del Consejo de Competencias (Skills Council). Grupos de Trabajo (WG): Se actualizaron los progresos en áreas críticas como las Energías Asequibles y Limpias (ODS 7) y el impacto de la Inteligencia Artificial en el sector. Colaboración Regional: La sesión de la tarde se dedicó a mesas de trabajo grupales donde se debatieron los objetivos nacionales para 2025, el desafío que supone la IA para los miembros nacionales y el interés en nuevas iniciativas europeas lideradas por ENGINEERS EUROPE. 4.2 Forum MIEMBROS NACIONALES– NMF

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 19 Este encuentro reafirmó el compromiso de los miembros nacionales por armonizar las competencias profesionales y fortalecer la presencia de la ingeniería en los debates sobre sostenibilidad y tecnología avanzada a nivel continental. El 29 de septiembre de 2025, el National Members Forum llevó a cabo su trigésimo primera reunión en formato virtual, bajo la presidencia de Nancy Vercammen. Esta sesión sirvió para dar continuidad a los temas estratégicos iniciados en el encuentro presencial de Zúrich y coordinar las acciones de las distintas regiones europeas. Los puntos clave de la jornada incluyeron: Seguimiento Estratégico: Se realizó un balance de los resultados obtenidos tras la reunión de Zúrich y se presentaron informes verbales sobre los encuentros regionales celebrados recientemente. Gobernanza y Financiación: Se debatió la estructura futura y la sostenibilidad financiera de ENGINEERS EUROPE, analizando específicamente el enfoque institucional hacia los miembros nacionales que no cumplen con las cuotas de pago, de acuerdo con los Estatutos. Sostenibilidad y Comunicación: El presidente Ralph Appel presentó el proyecto de Podcasts sobre el ODS 7 (Energía Asequible y Limpia), como una herramienta para visibilizar el compromiso de la ingeniería con la Agenda 2030. Reunión del NMForum Zurich

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 20 La Asamblea General elige a los integrantes de la Junta Ejecutiva respetando la equidad entre los grupos regionales: norte, centro y sur; (según el artículo B13 de los Estatutos), asignando habitualmente tres representantes a cada uno de los tres grupos. Se busca asegurar la rotación y el equilibrio en estas designaciones. Además, es importante destacar que cada país puede contar con un único representante en la Junta de forma simultánea. El Ex. Board en la actualidad, no cuenta con representación de España. Asuntos Profesionales (EUR ING): Se discutieron procesos críticos relacionados con el título de EUR ING, incluyendo el procedimiento de solicitud para países fuera del Espacio Europeo de Educación Superior (EHEA) y la creación de material promocional para los miembros nacionales. Actualización de Proyectos: Dirk Bochar y Hannes Treier informaron sobre los últimos avances del proyecto E4E (Engineers for Europe) y la evolución del Consejo de Competencias (Skills Council). La reunión concluyó reforzando la coordinación administrativa entre los países miembros en un entorno digital. Cabe destacar el papel histórico y la influencia de la ingeniería española en el contexto europeo, evidenciada no solo por los numerosos profesionales que han formado parte del Executive Board a lo largo de los años —como D. José Maza, D. Vicente García Álvarez, D. José Mª Fluxá Ceva, D. Juan Blanco Lino o Dña. María Nuño Valdés—, sino especialmente por haber ostentado la presidencia de la antigua FEANI (hoy ENGINEERS EUROPE) en tres ocasiones. Esta máxima responsabilidad fue ejercida cronológicamente por el Dr. Ing. de Telecomunicación D. José Mª Coronado (1980- 1983), el Dr. Ing. de Caminos, Canales y Puertos D. José Medem Sanjuan (1993-1996) y, más recientemente, el Dr. Ing. de Minas D. Rafael Fernández Aller (2011-2014). 4.3 COMITÉ EJECUTIVO

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 21 Unaño más, recordamos el esquema del proceso de solicitud del Eur. Ing. 2.0, actualizado, desde queel ingeniero solicita el certificado hasta su obtención. En el año 2025 se ha iniciado el proceso de tramitación de solicitudes provenientes de países que no forman parte del EEES. A finales de 2025, se han recibido un total de 30 expedientes, de los cuales solo uno ha sido aceptado. Estas solicitudes provienen principalmente de naciones de Oriente Medio, Malasia, Pakistán, India y Australia, así como de ciudadanos europeos que laboran fuera del EEES. Durante el 2025, se han establecido dos grupos de trabajo del EMC: uno enfocado en la revisión del proceso y las herramientas de solicitud, incluyendo una herramienta de solicitud en línea, con el objetivo de agilizar las evaluaciones. El segundo grupo de trabajo se dedica a la promoción y visibilidad de la EUR ING, centrándose en proporcionar información a los NMC para que estos la publiquen en sus sitios web y redes sociales. El certificado de euroingeniero representa un estándar de calidad que permite a los ingenieros ejercer su profesión en diferentes países, dado que constituye un reconocimiento de competencia profesional. El Comité de Certificación - CC, anteriormente conocido como European Monitoring Committee – EMC, está compuesto por ingenieros con experiencia en sistemas educativos y profesionales europeos, conforme a los Términos de Referencia del CC. Desde el año 2023, M.ª Angeles de Blas, Ingeniera Técnica Agrícola, es nuestro representante en el CC. El CC recibe las solicitudes de EUR ING y de la Base de Datos Europea de Educación en Ingeniería (EEED) provenientes de los Comités Nacionales de Supervisión (CNS) y verifica su conformidad con el Tutorial de EUR ING y la Especificación de EUR ING. A nivel europeo, el CC tiene la responsabilidad del contenido del EEED, que incluye la lista de instituciones de educación superior en ingeniería de los 33 miembros nacionales y sus programas de ingeniería reconocidos por ENGINEERS EUROPE, así como la concesión del certificado EUR ING. Revisa las solicitudes que se presentan a través de los NMC para asegurar la conformidad con el Tutorial EUR ING y la Especificación EUR ING. Los miembros del CC son expertos en los diversos sistemas de enseñanza de ingeniería en toda Europa. 4.4 COMITÉ DE CERTIFICACIÓN – CC

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 22

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 23 Países del Norte: DK, EE, IE, IS, NO, RU, SE, UK Países del Centro: AT, BE, CH, CZ, DE, HR, HU, NL, PL, SI, SK, UA Países del Sur: BG, CY, ES, FR, GR, IT, KZ, MT, MK, PT, RO, SER, TR. Estos grupos regionales mantienen dos encuentros anuales, programados habitualmente un mes antes de las Asambleas Generales, con el fin de debatir cuestiones clave sobre educación y el mercado laboral. Estas sesiones actúan como un espacio de reflexión estratégica para que los miembros nacionales aborden los desafíos comunes que afectan a la enseñanza y al ejercicio de la profesión. En la reunión de abril, online, se formalizó la presentación del nuevo Grupo de Trabajo sobre Inteligencia Artificial (WG AI) y se informó sobre la evolución del grupo Future Engineers (anteriormente conocido como STEM). Asimismo, el Secretario General de ENGINEERS EUROPE, Dirk Bochar, detalló los avances y la fase final del proyecto E4E Erasmus+, confirmando la permanencia del Skills Council.En el marco de las reuniones previas a la Asamblea General de octubre de 2025, el Grupo Regional del Sur celebró un encuentro clave para coordinar las posturas de los países del área mediterránea y del sur de Europa. Esta reunión que tuvo lugar en Bucarest (Rumania) sirvió como espacio de reflexión estratégica sobre la evolución de la profesión en la región. Los puntos principales tratados en esta sesión incluyeron: Coordinación Regional: Se realizó un seguimiento de las actas de la reunión anterior y se revisaron los informes de actividades de los miembros nacionales correspondientes al año 2025. Actualización Tecnológica y de Talento: Se analizó el progreso de dos pilares fundamentales para la federación: el nuevo grupo de trabajo sobre Inteligencia Artificial (WG AI) y las iniciativas del grupo Future Engineers, enfocadas en atraer y desarrollar el talento joven en la ingeniería. Proyecto E4E y Capacitación: El Secretario General, Dirk Bochar, informó sobre el estado del proyecto E4E (Engineers for Europe) y el funcionamiento del Skills Council, destacando la importancia de las microcredenciales y la estrategia de competencias para los países del sur. Asuntos Estatutarios y Futuro: Se debatieron temas de gobernanza, como el enfoque hacia los miembros que no cumplen con las cuotas (según los Estatutos), y se revisaron los preparativos para la próxima Asamblea General y las futuras reuniones de 2026. Este encuentro permitió al Grupo Regional del Sur alinear sus objetivos con la estrategia global de ENGINEERS EUROPE, asegurando que las particularidades laborales y educativas de la región sean tenidas en cuenta en la agenda europea. 4.5 PAISES DEL SUR ENGINEERS EUROPE está formado por 3 Grupos regionales:

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 24 Estrategia Universitaria: La delegación de la TU/e detalló el proyecto "Beethoven", sus programas de profesionalización docente (ALT) y la importancia del aprendizaje permanente (Lifelong Learning) para mantener el vínculo con los antiguos alumnos. Futuro del Grupo de Trabajo: Se acordó proponer a un miembro del grupo como representante permanente en el Consejo de Competencias (Skills Council) una vez finalizado el proyecto E4E. El presidente elaborará un documento estratégico con los temas clave para el próximo año. Los días 8 y 9 de abril de 2025, el grupo de trabajo WG Future Engineers se reunió en la Universidad Tecnológica de Eindhoven (TU/e) para abordar los retos de la formación y el futuro de la ingeniería. El encuentro, presidido por Eef Smits (KIVI), se centró en la innovación educativa y la colaboración estratégica. Los aspectos más destacados de la reunión fueron: Innovación en el Aprendizaje: Se presentaron metodologías avanzadas como el Action Learning y el Challenge Based Learning, donde los estudiantes resuelven desafíos reales para desarrollar habilidades prácticas. Además, se visitó el Innovation Space de la TU/e, un espacio interdisciplinar diseñado para el aprendizaje colaborativo. Proyecto E4E (Erasmus+): Dirk Bochar presentó los avances de la tercera ronda de investigación del proyecto, clave para la versión final de la Estrategia de Competencias (Skills Strategy). Se informó sobre el éxito de las microcredenciales lanzadas en febrero de 2025 y se invitó a los miembros a la conferencia de clausura en Bruselas el 23 de junio. 4.6 WG FUTUROS INGENIEROS

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 25 El 16 de enero de 2025, ENGINEERS EUROPE formalizó la creación del Grupo de Trabajo sobre Inteligencia Artificial (WG AI), bajo la presidencia de Michelle Cortis (Malta). Esta iniciativa surge con el objetivo de definir una postura común europea sobre la IA aplicada a la ingeniería y ofrecer recomendaciones específicas a las instituciones del continente. Durante la reunión constitutiva, se definieron los siguientes ejes de actuación: Alcance Estratégico: El grupo se centrará en el impacto de la IA en la formación académica, el Desarrollo Profesional Continuo (CPD) y los estándares de registro profesional. Investigación y Desarrollo: Se establecieron preguntas clave de investigación que abordarán desde las competencias necesarias para los ingenieros del futuro hasta la eficacia de las regulaciones actuales y los dilemas éticos derivados del uso de algoritmos. Adopción Industrial: Se debatirá cómo la IA puede automatizar tareas repetitivas para que los ingenieros se enfoquen en problemas técnicos complejos, analizando también el riesgo de que la regulación excesiva frene la competitividad europea frente a otros continentes. Colaboración y Difusión: El grupo trabajará como un panel de expertos para generar artículos especializados en revistas de ingeniería nacionales y explorar sinergias con organizaciones similares que ya trabajan en la ética de la IA. Con este nuevo grupo, ENGINEERS EUROPE busca asegurar que la voz de los profesionales de la ingeniería sea escuchada en el rápido proceso de transformación digital y adopción de la Inteligencia Artificial en toda Europa 4.7 WG INTELIGENCIA ARTIFICIAL Miembros del Grupo de trabajo de la IA

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 26 El proyecto E4E mejora la visibilidad de la profesión de ingeniero y de ENGINIEERS EUROPE como la entidad que representa a los ingenieros. En el marco del proyecto Engineers4Europe (septiembre 2022 - agosto 2025), la «Estrategia de Competencias» responde a una realidad crítica: con 15 millones de profesionales técnicos en la UE y la previsión del CEDEFOP de 8 millones de vacantes para 2035 (2 millones de nuevos empleos y 6 millones por relevo generacional), Europa se enfrenta a una urgente necesidad de transformación. Para afrontar los megaproyectos verdes y digitales, la estrategia establece una hoja de ruta con horizonte 2030 estructurada en cuatro ejes de acción: Organizaciones Profesionales: Impulsar el aprendizaje a lo largo de la vida (LLL) mediante microcredenciales ágiles, foros de conocimiento y la certificación de competencias transfronterizas. Responsables Políticos: Financiar de forma sostenible la modernización de la educación superior, atraer talento internacional (mediante visados ágiles y plataformas de captación) y fomentar las vocaciones STEM con un enfoque inclusivo. Instituciones Educativas (Educación Superior y FP): Rediseñar los planes de estudio para integrar las competencias ecológicas, digitales y emprendedoras para 2030, adoptando las pedagogías de la Educación 4.0 y flexibilizando las titulaciones (programas duales y modulares alineados con el MEC). La Industria: Co-diseñar el talento mediante el estudio conjunto de planes de estudio con universidades, financiar la recapacitación (upskilling) interna en energías renovables y entornos digitales, y retener el conocimiento senior mediante condiciones laborales flexibles. Más allá de la definición de esta hoja de ruta, el proyecto E4E ha cumplido un rol estratégico clave al potenciar la visibilidad de la profesión y consolidar a ENGINEERS EUROPE como la entidad referente de la ingeniería en el continente. Este posicionamiento ha sido posible gracias a la estrecha colaboración de los Miembros Nacionales, cuyo apoyo ha sido fundamental en la difusión de la primera y segunda encuesta E4E, herramientas esenciales para aportar datos empíricos y complementarios a la Estrategia de Competencias. Actualmente, el proyecto se encuentra prácticamente finalizado, con la previsión de entregar el informe final a mediados/finales de octubre. El éxito de la iniciativa se refleja en el cumplimiento sobresaliente de sus cuatro objetivos principales: 1. Estrategia de Competencias (Consolidada): Publicada en junio de 2025, se materializa en un exhaustivo documento de 120 páginas que recoge análisis profundos, recomendaciones clave, 20 ejemplos de buenas prácticas y las aportaciones de 62 participantes expertos. 2. Cursos de Microcredenciales (Impacto Directo): Desarrollados por el consorcio E4E en cuatro áreas críticas (competencias ecológicas, de vida, digitales y emprendedoras), el programa ha superado con creces la meta inicial de 700 usuarios, alcanzando actualmente más de 1.100 inscritos. 3. Consejo Europeo de Competencias de Ingeniería (Sostenibilidad): Creado con éxito para 4.8 ENGINEERS 4 EUROPE – E4E

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 27 «Engineers for Europe» dentro de ENGINEERS EUROPE, con el objetivo de estrechar lazos con la industria y expandir su impacto más allá del ámbito educativo. 4. Difusión y Alianzas (Alcance Global): Un pilar ampliamente consolidado a través de 12 "giras de presentación" repartidas en 8 países (impactando a unos 1.200 asistentes), el crecimiento de una comunidad de 11.000 seguidores en LinkedIn y la firma de acuerdos estratégicos con organizaciones internacionales de primer nivel como la OCDE, WEF, WFEO y SEFI, entre otras.

Memoria de Actividades 2025 CNE ENGINEERS EUROPE 28 ANE XOS

ASAMBLEA GENERAL MÁLAGA, 21-22 MAYO 2026

Estimados miembros de ENGINEERS EUROPE: Estamos viviendo tiempos turbulentos, por no decir amenazantes. Europa se enfrenta a retos fundamentales, tanto en lo que respecta a nuestros valores como a nuestro papel en el mundo. Las nuevas tecnologías evolucionan cada vez más rápido, hay escasez de talento, habilidades y recursos, y nuestro bienestar y crecimiento económicos se ven amenazados. Todo ello en un mundo que lucha por trabajar juntos de forma pacífica. Es necesario que surjan nuevos modelos. Razones más que suficientes para seguir reforzando nuestra red de ingenieros de 33 países miembros de Europa .La mejor manera de lograrlo es reunirnos en persona para profundizar nuestras relaciones, intercambiar puntos de vista y opiniones, buscar soluciones y, así, fortalecer la colaboración entre nosotros. Por lo tanto, en nombre de toda la Junta Directiva, es un gran placer para mí darles la bienvenida a todos al próximo Foro Nacional de Miembros 2026 y a la Asamblea General 2026 de ENGINEERS EUROPE. Es hora de volver a conectar, esta vez en la histórica y hermosa ciudad de Málaga, España. Mi agradecimiento personal y especial a nuestros colegas españoles, que se han ofrecido voluntarios para acogernos este año. ¡Estoy deseando volver a veros a todos! Ralph Appel Presidente de ENGINEERS EUROPE

Austria Hungría Polonia Bulgaria Bélgica Islandia Croacia Italia Rep. Checa Chipre Irlandia Di nama rca Estonia Francia Alemania Grecia 33 Países Miembros Suecia Reino Unido Eslovenia Suiza Norte de Macedonia N ORU EGA Malta España Turkia Portugal Kazajistán Ucrania PaísesBajos Rumania Serbia Alemania Eslovaquia

ENGINEERS EUROPE fue fundada en 1951, pocos años después del final de la Segunda Guerra Mundial, por un grupo de ingenieros franceses y alemanes que pensaron que, a través de la tecnología, su campo de actividad común sería posible crear lazos entre antiguos adversarios y, de este modo, facilitar el desarrollo próspero y pacífico de la sociedad europea. Inmediatamente se unieron a esta iniciativa asociaciones de siete países europeos. Hoy en día, 33 países europeos están representados en ENGINEERS EUROPE, reuniendo a más de 350 asociaciones nacionales de ingeniería, todas ellas reconocidas en sus países como las representantes de la profesión de ingeniería a nivel nacional. A través de estas asociaciones nacionales, ENGINEERS EUROPE representa los intereses de aproximadamente 6 millones de ingenieros profesionales en Europa. ENGINEERS EUROPE es miembro fundador de la Federación Mundial de Organizaciones de Ingeniería (WFEO) y colabora con muchas otras organizaciones que abordan temas de ingeniería, tecnología y educación en ingeniería. ENGINEERS EUROPE está oficialmente reconocida por la Comisión Europea como la representante de la profesión de ingeniería en Europa. La federación también tiene estatus consultivo ante la UNESCO, la ONUDI y el Consejo de Europa. ¿Qué es EE?

Concesión del certificado profesional EurIng (EuropeanEngineer), un título que facilita el reconocimiento mutuo de las cualificaciones de ingeniería entre los países miembros. Promover el reconocimiento, la movilidad y el prestigio de la profesión de ingeniería en Europa. . , la Objetivos Estratégicos Actividad Clave Misión Principal 1.Movilidad: Facilitar el libre movimiento de ingenieros en Europa y a nivel global. 2.Prestigio: Fortalecerel papel, la imageny la responsabilidaddel ingeniero en la sociedad 3.Estrategia: Trabajaren colaboración con la UE en temas como las competencias digitales sostenibilidad(transición verde) y la formación continua (reskillingy upskilling).

Valencia 2007 Mallorca 1996 Málaga 2026 Países donde se han celebrado anteriores Asambleas (2000– 2025) las Hamburgo (2000), Luxemburgo (2001), Nicosia (2002), Varsovia (2003), Sant Julián (2004), Atenas (2005), Praga (2006), Valencia (2007), Bucarest (2008), La Haya (2009), Sofía (2010), Génova (2011), Roma (2012), Skopje (2013), Gdansk (2014), Lisboa (2015), Estocolmo (2016), Viena (2017), Valletta (2018), Reykjavik (2019), Berlín (2022), Cannes (2023), Dublín (2024), Zúrich (2025). 2020 y 2021 fueron telemáticas a consecuencia de la COVID.

¿CÚANDO? ¿DÓNDE? ¿QUIÉNES ASISTIRÁN? 21 y 22 de mayo de 2026. ESPAÑA -Málaga. 33 países miembros. Presidentes del Representación institucional del Presidentes de Presidentes y Representantes de Andalucía FMOI EYE IIEeINGITE Ayuntamiento de Málaga Asociacionesdeingeniería a nivel nacional Asociaciones de ingeniería en ASAMBLEA GENERAL

ASAMBLEA GENERAL PROGRAMA Asamblea General de ENGINEERS EUROPE –RECTORADO DE LA UMA Cena de Gala Miércoles, 20 de mayo: •AYUNTAMIENTO-Recepción de participantes •Cóctel de Bienvenida Jueves, 21 de mayo •Reunión del NationalMemberForum–RECTORADO DE LA UMA Jornada Técnica: Ponente -D.Juan Carlos Cortés, Director de la Agencia Espacial Española. Viernes, 22 de mayo • •

PROGRAMA CULTURAL ACOMPAÑANTES Actividad por determinar Visita Guiada Museo Picasso Visita Alcazaba -Teatro Romano free-tour Jueves, 21 de mayo • Sábado, 23 de mayo • Viernes, 22 de mayo • ASAMBLEA GENERAL

MUCHAS GRACIAS

1 ENGINEERS 4 EUROPE SKILLS STR ATEGY 1 SEPTEMBER 2022 – 31 AUGUST 2025 ANTICIPATING SKILLS REQUIREMENTS FOR THEENGINEERING PROFES S ION ©ENGINEERSEUROPE, P R O J E C T R E F . N R . : 1 0 1 0 5 4 8 7 2 — E 4 E — E R A S M U S - E D U - 2 0 2 1 - P I - A L L - I N N OFunded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them

2Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them TABLE OF CONTENTS 1. PREFACE ........................................................................................................5 2. INTRODUCTION .......................................................................................11 3. ANALYSIS OF THE DEMAND SIDE ........................................................13 LIST OF ABBREVIATIONS ................................................................................4 5. E4E SKILLS STRATEGY AND FUTURE CHALLENGES ........................32 6. FUTURE WORK PROGRAM FOR THE ENGINEERING SKILLS COUNCIL AS AN OBSERVATORY ..........................................................36 4. ANALYSIS OF THE SUPPLY SIDE ...........................................................23 1. 2. 3. 4. 5. 6. 7. 7. CONCLUSIONS OF THE E4E RESEARCH ............................................40 1. 2. 3. 4. ActionableRecommendations.....................................................................................................36 Suggestions for Future Consideration .......................................................................................37 Proposed Methodology ..................................................................................................................38 Conclusions........................................................................................................................................39 Challengesin Ascertaining theSupplyofengineeringprofessionals................................23 Supply of Soft or Life Skills .............................................................................................................23 Supply of Entrepreneurial Skills ...................................................................................................23 Supply of Digital Skills......................................................................................................................24 Supply of Green Skills ......................................................................................................................25 Supply of Continuous Professional Development ..................................................................26 Supply of Under-representedGroups........................................................................................29 1. Demand of EngineersperIndustrySectorandProfessionalCompetences...................13 2. Demand for Soft or Life Skills .......................................................................................................16 3. Demand for Entrepreneurial Skills ..............................................................................................18 4. Demand for Digital Skills ................................................................................................................19 5. Demand for Green Skills.................................................................................................................19 6. Demand for Continuous Professional Development (CPD) ..................................................21 7. Demand for Under-representedGroups..................................................................................21

3 ANNEX 1: BEST PRACTICE EXAMPLES ......................................................57 8. WAYS TO PURSUE FOR THE STAKEHOLDERS ..................................42 9. BIBLIOGRAPHY .........................................................................................47 ANNEX 2: TESTIMONIALS ..........................................................................105 ANNEX 3: E4E DISSEMINATION EVENTS ...............................................115 1. Professional Organizations............................................................................................................42 2. Policy Makers .....................................................................................................................................42 3. HEIs and Education Providers .....................................................................................................44 4. Industry ...............................................................................................................................................45 1. Challenge-basedLearning inanInterdisciplinaryEnvironment(EU)................................58 2. Diversity and Equality in Engineering (EU) ................................................................................60 3. Green Skills for the HVAC (Heating, Ventilation, Air Conditioning) Industry ....................61 4. Learning Pathway for professional competencies (BE) .........................................................63 5. CirQuality OWL Plus (DE) ................................................................................................................66 6. Community of Practice: Transformative Skills for Sustainability (DE) ................................68 7. Rethinking Engineering Education in Ireland: REEdi (EI) ........................................................70 8. CPD Accredited Employer standard (EI) .....................................................................................72 9. New Digitalisation/Green Energy and Microelectronic Skills (ES) .......................................73 10. Digital Transformation Classroom (ES) .......................................................................................76 11. SDGs in Spanish universities (ES).................................................................................................79 12. Talent 50+: Professional Association of Telecommunications Engineers (ES) ................81 13. IACES Debate (GR) ............................................................................................................................53 14. Skills4Jobs Initiative (GR) .................................................................................................................85 15. Beethoven Project Brainport (NL) ...............................................................................................89 16. University of Porto – Faculty of Engineering (PT) ....................................................................91 17. Transferable Skills Program (PT) ..................................................................................................94 18 Integration of AR/VR Technologies into the vocational training (SK) ................................98 19. Dual Education: a Bridge between Education and the Labour Market (SK) ..................101 20. Sustainable Skills at the University College London (UK)....................................................104

4Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them AI AI BIM CPD CTF DG E4E ECTS EEED EESC EHEA Artificial Intelligence Artificial Intelligence Building Information Modelling Continuing Professional Development Common Training Framework Directorate-General Engineers for Europe European Credit Transfer System European Engineering Education Database European Economic and Social Committee European Higher Education Area ENAEE European Network for Accreditation of Engineering Education EUA EQF HEI HVAC IEA ICT IoT ISCED LLL LRC OECD SDG SME STEM TU VET European University Association European Qualifications Framework Higher Education Institution Heating, Ventilation and Air Conditioning International Engineering Alliance Information and communications technology Internet of Things International Standard Classification of Education - UNESCO Lifelong Learning Lisbon Recognition Convention Organisation for Economic Co-operation and Development Sustainable Development Goal Small or Medium-sized Enterprise Science, Technology, Engineering and Mathematics Technical University Vocational Education and Training List of Abbreviations

5 1. PREFACE This document contributes to the overall objective and vision of the Engineers for Europe (E4E) ERASMUS+ project, which has been outlined as follows in the project application: The project has been coordinated by ENGINEERS EUROPE AISBL as Project Leader and consisted of a consortium with 12 other partners, representing the whole spectrum of Higher Education (HE), Vocational Education Training (VET) and Industry. The consortium partners of the project : The objective of E4E is – geared by the new requirements of the world of work – to prepare better equipped engineers through the acquisition of new competences, covering new knowledge, attitudes and leadership skills while focusing on digital, green, resilient and innovative entrepreneurship. E4E will bridge the gap between education and industry while operationalising EU competence frameworks (Dig Comp, Life Comp, Entre Comp, Green Comp) for engineers. The Engineers for Europe (E4E) project is not an academic endeavour but an operational answer to the many challenges of the engineering profession in Europe. As a European project for the engineering profession “at large”, the methodology we used in the research was not too granular and specific, precisely to identify trends that affect the profession across industries, functions and countries. Unlike thorough literature reviews - required for academic papers or publications - the goal of this document is to describe the challenges of the engineering profession from an operational perspective. The E4E project includes a variety of partners and as such they provides common ground to gauge the dynamics, challenges and opportunities of the engineering profession, culminating in this European Engineering Skills Strategy. • Faculdade de Engenharia da Universidade do Porto (FEUP) • Technological University Dublin (TU Dublin) • Katholieke Universiteit Leuven (KU Leuven) • Institute of Industrial and Business Education & Training (IVEPE-SEV Athens) • Newport Group S.A. (NG Bratislava) • Verein Deutscher Ingenieure (VDI, Düsseldorf) • Engineers Ireland (EI, Dublin) • Ordem dos Engenheiros (OE, Dublin) • European Council of Engineers Chambers (ECEC, Brussels- Vienna) • Association of European Civil Engineering Faculties (AECEF, Prague)) • European Federation of Heating, Ventilation and Air Conditioning Associations (REHVA, Brussels) 1. Higher Education Institutions 2. Vocational Education and Training 3. Industry and Engineering Organisations Fig. 1: Inauguration of the European Engineering Advisory Group, Residence Palace – Brussels, 11 September 2018: the informal start of the E4E Project.

6Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 4. Internal and External Quality Assurance • National Agency for Quality Assessment and Accreditation of Spain (ANECA, Madrid) and Prof. Marta Kosior-Kazberuk, Rector of the Bialystok University of Technology (PL) Next to those E4E-consortium partners, there was also valuable input from other stakeholder representatives, such as the European Board of Engineering Students of Technology (BEST), the European Young Engineers (EYE), the European Association of Manufacturing Technologies (CECIMO) and several represented companies such as TÜV North (Germany), PROTECNA (Portugal) and the Electricity Supply Board ESB (Ireland). Together they established the European Engineering Skills Council. Fig. 2: E4E Consortium Meeting and Establishment of the European Engineering Skills Council, Brussels, 21-22 September 2023

7 Mr. Mr. Mr. Mrs. Mr. Mr. Mrs. Mr. Mrs. Mr. Mr. Mrs. Mr. Mrs. Mr. Mr. Mrs. Mrs. Mrs. Mrs. Mrs. Mrs. Mr. Mrs. Mr. Mr. Mrs. Mr. Mr. Mrs. Mr. Mr. Mr. Mr. Mrs. ANDRÉ, António ARCEGA SOLSONA, Francisco BARRETT, Martin BAZZANO, Sofia BLANCO LINO, Juan BOCHAR, Dirk BONILLA CALLERO, Anabel BOZOGLOU, Petros CARVALHO, Claudia COMTE, Raphaël COPPENS, Kurt CRAUWELS, Inès DE SOUSA, António Augusto DERJANECZ, Anita D’MELLO, Cedric FILIMON, Mihai FREITAS, Ana Cristina GRAÇA CARVALHO, Maria HAMMERSCHLAG, Cornelia HENCHION, Majella HENSEN CENTNEROVÁ, Lada HUNCHAK, Olha HUTTA, Andrej KEHOE, Dee KERNER, Enn KIEFER, Thomas KOSIOR-KAZBERUK, Marta KOUNITZKY, Alexandre KRSTULOVIC-OPARA, Lovre LANGIE, Greet LAUWERS, Bert LOURENÇO, Nuno MARKUSSEN, Trond MORAITIS, Nikolaos MOSCHOVAKOU, Aloizia PROTECNA - Portugal ANECA - Spain TU DUBLIN - Ireland REHVA (European Organisation) ECEC (European Organisation) ENGINEERS EUROPE (European Organisation) ANECA - Spain IVEPE-SEV - Greece ORDEM DOS ENGENHEIROS - Portugal CECIMO (European Organisation) KU LEUVEN – Belgium ENGINEERS EUROPE (European Organisation) FEUP - Portugal REHVA – (European Organisation) AECEF – Czech Republic BEST (European Organisation) FEUP - Portugal Former MEP - Portugal ECEC (European Organisation) ESB - Ireland REHVA (European Organisation) CECIMO (European Organisation) NEWPORT GROUP - Slovakia ENGINEERS IRELAND - Ireland EESTI INSENERIDE LIIT - Estonia VDI - Germany BIALYSTOK UNIV OF TECHNOLOGY - Poland SIA - Switzerland UNIVERSITY OF SPLIT - Croatia KU LEUVEN - Belgium KU LEUVEN - Belgium ORDEM DOS ENGENHEIROS – Portugal NITO - Norway IVEPE-SEV - Greece IVEPE-SEV - Greece

8Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them The below mentioned people and institutions have contributed to this document through their involvement in the primary and secondary research, as well as by their expert advice and contributions made during various digital and in-person meetings, held in the light of the E4E Project, in the time September 2022 to June 2025. Mrs. Mr. Mr. Mr. Mr. Mrs. Mr. Mr. Mr. Mr. Mr. Mrs. Mrs. Mrs. Mr. Mr. Mr. Mr. Mr. Mr. Mr. Mr. Mrs. Mr. Mrs. Mr. Mr. MULCHENKO, Daryna MURPHY, Mike OWENS, Damien O’FLAHERTY, Aidan PÊGO, João Pedro PETERSEN, Astrid PETRÁŠ, Dušan POCAS MARTINS, João POLIAK, Michal PORTILLA-FIGUERAS, António RAUHUT, Ingo REPKA, Polina SANTIAGO, Lídia SECO, Laura SEDANO, David SIOULIS, Heracles SMITS, Eef SOEIRO, Alfredo SUNDERLAND, Keith THEODOSSIOU, Nicolaos THÜRRIEDL, Klaus TREIER, Hannes TSIKALOUDAKI, Katerina VALLÉS SALES, Alfonso VERCAMMEN, Nancy VIDAL, Raul ZAVRSKI, Ivica NEWPORT GROUP - Slovakia TU DUBLIN - Ireland ENGINEERS IRELAND - Ireland ENGINEERS IRELAND - Ireland FEUP - Portugal TÜV NORD GROUP - Germany REHVA (European Organisation) FEUP - Portugal NEWPORT GROUP - Slovakia ANECA - Spain VDI - Germany KU LEUVEN - Belgium ORDEM DOS ENGENHEIROS - Portugal EYE (European Organisation) ANECA - Spain IVEPE-SEV - Greece KIVI - Netherlands AECEF – Czech Republic TU DUBLIN - Ireland AECEF – Czech Republic ECEC (European Organisation) ENGINEERS EUROPE (European Organisation) ARISTOTLE UNIVERSITY OF THESSALONIKI - Greece ANECA - Spain IE-NET – Belgium FEUP – Portugal AECEF – Czech Republic

9 Ralph APPEL President ENGINEERS EUROPE The attached Skills Strategy is the result of joint actions of all these partners. The development (and improvements) of this document required numerous events allowing for discussion, exchange of experiences and establishing common opinions. The events also served to explain the E4E project and to disseminate the content of the Strategy, because this document is intended to serve many beneficiaries, especially outside of the project. An overview of the events to which ENGINEERS EUROPE contributed or took part in over the last three years is added as Annex 3. Project implementation, strategy development and survey research required the development of extensive and wide relationships. In addition, the E4E dissemination events are also largely presented on the E4E LinkedIn account, which at the time of issue of this document, reached almost 10.000 followers. This Skills Strategy is constructed on the input resulting from Primary and Secondary Research that was conducted by all consortium partners of the project. Two surveys (primary research) and three rounds of literature/data reviews (secondary research) have been undertaken to acquire qualitative data as the basis for the definition of skills gaps and competence requirements. ENGINEERS EUROPE and its 32 National Members conducted primary research by developing and implementing two European-wide on-line surveys between 15 May and 15 July 2023 and between 7 May and 30 June 2024. The first survey consisted of 33 closed questions, whereas the second survey consisted of 10 questions of which some were open. In total, these two surveys received 7.757 completed replies from professionally active engineers and engineering students. While online surveys can have limitations, such as potential self-reporting bias, they offer a high degree of scalability and Dirk G. BOCHAR Secretary General ENGINEERS EUROPE E4E Project Coordinator are especially useful for this type of research. The survey aimed to be concise and clear to minimize time investment for participants. The average time to complete the survey was approximately 20 minutes. The results provide significant input about the current trends and major challenges when it comes to engineering competencies for the future. The methodology used for the secondary research involved a bibliographic review of more than 150 various recent sources: publicly available reports on the internet, academic research papers, conference presentations and their conclusions, digital press releases, interviews as well as publications of public agencies and authorities at national and European level. We also considered the most recent publications from other stakeholders as developed by industry and professional organisations representing the engineering profession. The literature review provided an insight into the trends and directions of discussions about engineering education throughout Europe. An extensive list of references is presented at the end of this document. None of the sources cited predate the year 2020. The following pages are a direct reflection of the excellent work and commitment the E4E-consortium partners and the Skills Council members have demonstrated and brought to the table over the past three years. Their contributions have not only made the attached document possible but also ensured a strong foundation for the future work of the European Engineering Skills Council. We wish to thank them for their engagement and support and for being such valuable partners. Thanks to their dedication, expertise and collaborative spirit – which were instrumental to build this partnership – we have been able to achieve this significant result.

10Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them

11 2. INTRODUCTION The European Engineering Skills Strategy, as outlined by the E4E project, establishes the framework for the operation of the European Engineering Skills Council. The objective of this document is therefore to provide an answer to the following questions that are at the core of the E4E project : What is the current situation concerning the competence requirements of engineers, the existing skills mismatch and the activities/measures of companies/individual engineers to facilitate competence developments? What are the future needs concerning technical and non- technical skills of engineers before the background of global megatrends, i.e. digitalisation, decarbonisation, demographic change and internationalisation? Despite the growing importance of engineering, significant asymmetries, mismatches and polarization have undermined the profession’s potential impact. Official statistics, data and empirical evidence illustrate how there is a shortage of engineers in Europe, who are chronically needed to meet the 2030 and 2050 targets. The focus on technical skills for engineers has led to skill polarization dynamics, creating a considerable gap in transversal skills. Employers are increasingly seeking multidisciplinary and soft skills in engineers. There is also a distance between the world of education and the world of work when it relates to engineering. A lack of integration among Higher Education Institutions, VET-providers and Industry when it relates to upskilling and reskilling engineers has further exacerbated these issues. Europe is facing an “engineering innovation and competitiveness challenge” with competitive pressures from USA and Asia and the above mentioned factors make it even more urgent to reinforce the profession and take steps to address these challenges. This document and the established Skills Council relevant to all of these for the following reasons: are As the competence requirements of engineers are currently undergoing a major change, the focus of the project was on two major competence areas: It provides Higher Education Institutions (HEIs) with insights from industry considering the necessary This document therefore caters to several Key Stakeholder Groups. The role of engineering in shaping our social and economic interactions has become increasingly important. Nowadays, engineering is crucial in designing and delivering products and services related to health, education, transportation, mobility, infrastructure, water, sanitation and telecommunication. The profession’s importance has been further amplified by the digital and green transformations, which have created new opportunities and challenges in Artificial Intelligence, the Internet of Things, the process of green growth, circular economy and decarbonization. Higher Education Institutions (HEI) : they play a pivotal role in delivering essential engineering curricula and attracting future engineers. In addition, they are more and more developing into providers of continuing professional development (CPD). Employer associations : they provide crucial input on the competencies required by industry. Professional associations, chambers and engineering federations : they serve as platforms for communication, discussion and feedback while liaising with political decision-makers. Training providers : they focus on competence development, encompassing secondary education and vocational training. Finally, political decision-makers as they hold the authority to transform recommendations into legislation, shaping the future engineering landscape. Technical skills, e. g. green skills and digital competences, as well as data literacy skills,Non-technical e. g. communicationskills, entrepreneurial skills, interdisciplinarity, life-long learning skills, intercultural and interpersonal skills

12Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Understanding the dynamics of the engineering profession will help policymakers, educational institutions and industry leaders to align their strategies and resources to better support engineers. It is clear that while engineering in the future will still have to be based on a high-quality basic engineering/technical education, the importance of non-technical skills will grow. Interdisciplinarity, entrepreneurial skills, multi-cultural competences, holistic approaches and an understanding of the need for life-long learning, are just a few examples. By gaining insights into the evolving nature of the engineering profession, our research addressed several key aspects. It aimed to identify emerging trends in the industry, such as the increasing demand for digital skills, the integration of sustainable practices, the need for resilience in the face of unforeseen events and the importance of fostering an entrepreneurial mindset among engineers. These trends shape the engineering field’s skill requirements, educational strategies and professional development needs. In this way, we hope that our research also provides useful information about the state of the engineering profession across industries, functions and countries. continuous alignment of curricula and labour-market demands. It grants professional associations, federations and chambers access to the latest information from HEIs and companies on current competence and curricula developments and enables them to communicate current trends towards their members, partner organisations and political decision-makers. It presents political decision-makers with a concise overview on current trends in the development of engineering competencies, enabling them to base political decisions on information from a wide variety of relevant stakeholders. This Engineering Skills Council will offer a way for engineering companies to continuously channel their competence requirements to the entire Higher Education sector and - at the same time - receive feedback on current trends in Higher Education in the field of engineering and technology. It will give training providers an idea of current and future market demands, thus enabling them to develop up to date CPD activities and programs. The structure of this document is in accordance with the overall goals and objectives of the E4E project. Especially the last aspect, the need for continuous professional development (CPD), is identified as a major challenge but also a major opportunity for individual engineers, companies, Higher Education Institutions and engineering training providers. The research also highlights that before the background of a general lack of highly qualified personnel in engineering, there is a clear need for the diversification of the engineerin g workforce, i.e. not only by bringing more women into engineering (gender), but also by stimulating the inflow of qualified technical personnel from non-EU countries (ethnicity) and by creating a higher permeability of the educational systems (social).

13 3. ANALYSIS OF THE DEMAND SIDE 1. Demand of Engineers per Industry Sector and Professional Competences Triggered by the unprecedented challenge of the pandemic and the need to overcome never-before-faced challenges, the demand for researchers and engineers increased dramatically (7 million in 2022). Most researchers and engineers are employed in the professional, scientific and technical activities sector and in the manufacturing industry . The employment of researchers and engineers increased by another 23 per cent between 2022 and 2035. The diffusion of technological developments across economic sectors will require researchers and engineers to also develop new skills. 1 2 Flexibility and agility have become essential attributes for organisations seeking to thrive in an increasingly complex and unpredictable world. These values are reflected in practices like hybrid work arrangements, decentralized decision- By disciplines, engineering professions in most demand are Electronic Engineers, Industrial Engineers and Mechanical Engineers . As trends suggest, analyses of skills required for a job role, will call for skills-based hiring as a basis for evaluation, as opposed to credential-based hiring . “Skills- based organisations”, where skills – rather than jobs – are used as the basis for decision making about work and the workforce, will be the organisations to outperform their peers. As LinkedIn’s Workplace Learning Report suggests, skillsets for jobs have changed by around 25% in the last 8 years . By 2027, this number is expected to double. Accordingly, The Future of Jobs Report 2025 by the World Economic Forum reports that on average, workers can expect that two-fifths (39%) of their existing skillsets will be transformed or become outdated over the 2025-2030 period. 3 4 5 6 7 making and iterative processes that enable rapid adaptation to change. McKinsey’s Workforce Insights 2023 highlights that agile companies are 1.5 times more likely to meet their performance targets compared to their peers. According to LinkedIn’s 2023 Workplace Learning Report 94% of employees indicated they would stay longer at a company that invests in their career development. The 2023 Learning and Development Survey of the Chartered Institute of Personnel and Development however, reveals that only 48% of companies have effective Lifelong Learning (LLL) strategies in place, often due to resource constraints or a lack of structured frameworks. Additionally, organisational inertia and competing short-term priorities can hinder the implementation of comprehensive CPD initiatives. Addressing these barriers requires leadership commitment and the integration of CPD into long-term business strategies, ensuring learning aligns with measurable outcomes. 8 1) Current Landscape: The engineering profession in Europe stands at a crossroad. While there is a burgeoning demand for engineers, particularly in innovation, technology and renewable energy sectors, there’s a concerning trend: the profession is losing its allure among the younger demographic. Despite the anticipated need for millions of skilled professionals by 2030, the appeal of engineering as a career choice is on the decline. In this respect, we also refer to the Draghi Report which will be dealt with later on . In March 2024 the EU Commission published its Labour and skills shortages in the EU: an action plan . It identifies 42 occupations that it considers as EU-wide shortage occupations. At least 6 of those are engineering related. 9 10 1 2 3 4 5 6 7 8 9 https://www.cedefop.europa.eu/en/data-insights/researchers-and-engineers-skills-opportunities-and-challenges-2023-update https://www.cedefop.europa.eu/en/data-insights/researchers-and-engineers-skills-opportunities-and-challenges-2023-update https://www.euroengineerjobs.com https://www.mckinsey.com/capabilities/people-and-organisational-performance/our-insights/right-skills-right- person-right-role Building tomorrow’s skills-based organisation: Jobs aren’t working anymore, Sue Cantrell, Michael Griffiths, Robin Jones, and Julie Hiipakka, Deloitte https://learning.linkedin.com/resources/workplace-learning-report-2023 https://reports.weforum.org/docs/WEF_Future_of_Jobs_Report_2025.pdf https://www.cipd.org/globalassets/media/knowledge/knowledge- hub/reports/2023-pdfs/2023-learning-at-work-survey-report-8378.pdf Draghi, Mario. The future of European Competitiveness: In-depth analysis and recommendations. European Commission, 2024 10 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52024DC0131&qid=1738059623002

14Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them ISCO code 2142 2151 2211 2212 2221 2411 2511 2512 2513 2514 2519 3113 3221 5120 5131 5321 7112 7114 7115 7121 7123 7126 7127 7212 7213 7214 7223 7231 7233 7411 7412 7511 8331 8332 9112 3119 2143 2133 2145 2144 3115 2141 Occupation Civil engineers Electrical engineers Generalist medical practitioners Specialist medical practitioners Nursing professionals Accountants Systems analysts Software developers Web and multimedia developers Applications programmers Software applications developers and analysts not elsewhere classified Electrical engineering technicians Nursing associate professionals Cooks Waiters Health care assistants Bricklayers and related workers Concrete placers, concrete finishers and related workers Carpenters and joiners Roofers Plasterers Plumbers and pipe fitters Air conditioning and refrigeration mechanics Welders and flame cutters Sheet-metal workers Structural-metal preparers and erectors Metal working machine tool setters and operators Motor vehicle mechanics and repairers Agricultural and industrial machinery mechanics and repairers Building and related electricians Electrical mechanics and fitters Butchers, fishmongers, and related food preparers Bus and tram drivers Heavy truck and lorry drivers Cleaners and helpers in offices, hotels and other establishments Physical and engineering science technicians not elsewhere classified Environmental engineers Environmental protection professionals Chemical engineers Mechanical engineers Mechanical engineering technicians Industrial and production engineers

15 2) Skills Evolution and Emerging Profiles: At least six (6) are directly related to engineering as the previous table with ISCO- codes indicates. As technology evolves, so do the profiles in demand. Specialized areas like artificial intelligence (AI), data analytics, cybersecurity and renewable energy, are facing a shortage of qualified engineers. According to the World Economic Forum’s Future of Jobs Report 2025, AI and big data, cybersecurity and technological literacy, are anticipated to be the top three fastest growing skills. While skills requirements in digital and AI basics range from understanding of various technologies and their possible applications and limitations to data analysis and prototyping, additional requirements relate also to innovation and change management skills, including creativity and problem- solving skills. For example, on how to implement digital projects and evaluate their costs and benefits. Other important basic skills relate to analytical thinking, implementing business processes and identifying optimization potential. 3) Transformations and Challenges: The engineering field is undergoing transformative changes, driven by technological advancements, sustainability goals and digitalization. Challenges such as skills shortages coexist with opportunities in infrastructure development and research. Traditional disciplines remain vital, but emerging fields like AI, data science and robotics, are gaining prominence. Apart from the required technical, soft and other related skills, there is the crucial ethical aspect that is particularly important for publicly authorized chartered engineers. A major characteristic of their engineering services in the end is their strong relation to (public) trust and responsibility. As also stressed in the EU AI Act , AI may generate risks and cause harm to public interests and fundamental rights that are protected by Union law. Being able to oversee ethical and responsible use of AI is therefore a relevant feature of engineering skill requirements based on the existing frameworks such as the EU AI Act and the OECD Recommendation of the Council on Artificial Intelligence . Besides ethical considerations and approaches, digitalization and AI applications also raise the need for a basic legal understanding, especially when it relates to 11 12 liability and data sovereignty, including copyright protection under fair trading law and laws on data protection.13 4) Identified Concerns and Sectors in Demand: Serious concerns about shortages are identified in e Engineers play a pivotal role in leveraging technologies like AI, the Internet of Things (IoT), robotics and automation to enhance productivity and drive innovation across sectors. With a focus on sustainability and renewable energy sources, engineers are also crucial in developing green technologies and contributing to climate goals. High-quality engineering services are essential for achieving the targets of the EU’s Green Deal. With the growing applications of generative AI (GenAI), also in engineering sectors, the necessity arises to better understand the distinction between GenAI and foundation models and especially the impacts of that distinction. Another EESC study, presented in 2024, gives an overview of existing digitalization strategies in national housing policies. This as an example of the fact that new digital approaches gain relevance in all branches and even in very traditional parts of engineering. Furthermore, the global shift towards reducing dependence on international supply chains and strengthening domestic production capabilities has also a direct impact on the engineering labour market. In response to recent geopolitical tensions, Europe should be prioritizing reshoring high-tech manufacturing, particularly in semiconductors, battery production and automation technology. This trend has fueled demand for engineers in mechanical engineering, industrial robotics and process optimization, as companies should work to establish new production facilities and reduce reliance on imported technologies. To address these challenges, EU and national policymakers should promote further investments in R&D, tax incentives for domestic production and specialized training programs to prepare engineers for a more localized and resilient industrial landscape. 14 15 11 European Commission : Artificial Intelligence Act - Regulation (EU) 2024/1689, https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=OJ:L_20240168 12 OECD : Recommendation of the Council on Artificial Intelligence, OECD Legal Instruments, OECD, 2024 https://legalinstruments.oecd.org/en/instruments/%20OECD-LEGAL-0449 13 Haftung und Datenhoheit beim Building Information Modeling, 2025, Oliver Stefan Mandl, ISBN: 978-3-214-26058-3). 14 EESC : Generative AI and foundation models in the EU: Uptake, opportunities, challenges, and a way forward, Study EESC, 2025 https://www.eesc.europa.eu/sites/default/ files/2025-03/QE-01-25-014-EN-

16Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 6) Preparing Engineers for the Future: Preparation for future graduates and active engineers should focus on instilling a mindset aligned with UN Sustainable Development Goals (SDGs). The industry will prioritize energy efficiency and sustainability, requiring engineers to implement new technologies and provide expertise to promote sustainable practices, especially among SMEs. Universities and technical schools, in collaboration with industry, play a vital role in developing formal or informal curricula aligned with job market needs. The close cooperation of all stakeholders in engineering education and the profession is necessary to ensure that curricula are relevant and responsive to industry requirements. Effective learning strategies, such 5) Future Trends (-2030): The next five years present significant changes, with sustainability and environmental concerns taking centre stage. Engineers must adapt to the increased emphasis on sustainability, automation and AI, with major areas of innovation in Renewable Energy and Green Infrastructure. Technical competencies related to sustainable design and circular economy principles will be paramount. In the past decade, green transition jobs and skills implications for the labour market have not been analysed in detail. CEDEFOP in 2021 prepared a forecast. Employment growth in architecture and engineering is forecast to be 2.7% higher, which is almost double compared to legal, accounting and consulting services in 2020– 30. This reflects increased demand for engineers designing circular economy processes. In sectors such as energy, they will drive green-tech breakthroughs and shape newly emerging high-skilled occupations. Investing in engineering and scientific skills to ensure their availability should be a top policy priority. Lean manufacturing – a production principle targeting the elimination of waste and improvements in efficiency – was the most sought- after green skill for all advertised green occupations in. Environmental engineering – a field of knowledge centered around ensuring that societal development and the use of water, land and air resources are sustainable – was the second most in-demand skill across online ads for green jobs targeting civil engineers . The increasing adoption of automation and AI is reshaping the nature of work, with demand for technological skills expected to grow by 25% by 2030 . Roles requiring advanced IT capabilities, data analysis, and social-emotional skills will be prioritised as businesses adapt to digital transformations. 16 17 18 However, many academic researchers prefer the term The results of our Engineers4Europe surveys indicate that approximately 20% of respondents emphasize the need for soft and non-technical skills when asked about gaps in engineering curricula. The wordcloud above visualizes the as problem-based learning and practice/experiment- based learning, are crucial for preparing engineers to tackle the complex challenges posed by sustainability and technological advancements. The development of skills such as critical thinking, effective communication, and teamwork was in the research highlighted as essential. There is currently no single universal definition of professional competencies. UNESCO resources mainly skillsuse the term transversal skills, which is defined as 16 17 https://www.cedefop.europa.eu/files/4206_en.pdf https://www.cedefop.europa.eu/files/9197_en.pdf 18 https://www.euroengineerjobs.com/article/919/what-will-the-job-market-in-europe-look-like-in-2025 19 UNESCO-UNEVOC. Glossary. Retrieved 2025, from https://unevoc.unesco.org/home /TVETipedia+Glosary/ lang=en/show=term/term=Transferable+ skill#start 2. Demand for Soft or Life Skills professional competencies. that are typically considered as not specifically related to a particular job, task, academic discipline or area of knowledge and that can be used in a wide variety of situations and work settings (for example, organisational skills).19 Fig. 3 : Word Cloud Engineers4Europe survey: Changes needed in engineering education

17 most frequently mentioned terms in these responses, with the word-size reflecting the frequency of mentions. The European Framework for Personal, Social and Learning to Learn Key Competences (LifeComp) outlines a20 Addressing skills gaps within the engineering profession is essential for meeting the demands of a rapidly changing market. Balancing technical and non-technical competencies is crucial for the success of engineers in the contemporary landscape. The evolution towards interdisciplinary approaches, soft or life skills and a focus on sustainability will be pivotal in shaping the future of the engineering profession. Literature has been pointing out the need to rethink engineering programs, introducing intentional and formal opportunities to develop transversal skills (non- specific to engineering) that can be transferred beyond academia. framework for developing key life skills, essential for thriving in the 21st century. Key skills highlighted in the framework include Personal (self-regulation, flexibility, and wellbeing), Social (empathy, communication, and collaboration, working effectively in diverse teams and communicating clearly) and Learning to Learn (a growth mindset, critical thinking, and managing learning). For engineers, who often work in dynamic, interdisciplinary environments, this framework can be particularly relevant. Employers have, however, a role in developing employees’ life skills such as teamwork, communication, problem-solving and adaptability. Their investment contributes to a more innovative, efficient and adaptable organisation, which in turn increases employee engagement and loyalty, reducing turnover and enhancing the overall work environment. Digital tools can help promote and facilitate the acquisition of these LifeComp competencies. 20 LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence Cognitive skills Physical abilities Engagement skills Self-efficacy Ethics Technology skills Management skills Working with others Fig. 4 : Share of employers who consider the stated skills to be core skills for their workforce (WEF Future of Jobs report 2025).

18Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them To grasp the latest trends in modern engineering education, it is essential to examine the overall state of the global labour market. According to the WEF Future of Jobs (2025) report, the following trends exists today: Rising cost of living and a general slowdown in economic growth are two facts affecting job creation, which is expected to increase demand for creative thinking and skills of resilience, flexibility and agility. Geo-economic fragmentation is also driving the need for people-centred skills such as resilience, flexibility, agility, leadership and social influence, as well as global citizenship . In a world where crises are becoming more frequent, employers need leaders and teams that can adapt to uncertainty and manage complex social dynamics.Analytical thinking remains the most sought-after core skill among employers, with seven out of ten companies considering it essential in 2025. It is followed by resilience, flexibility and agility, as well as leadership and social influence (see Figures below). Resilience, flexibility and agility are growing in demand more quickly in Information and Technology Services sectors. By 2030, skills such as analytical and creative thinking, resilience, adaptability, agility, and technological literacy are expected to become even more essential than they are today. Equally important will be leadership, social influence, curiosity, lifelong learning, systems thinking, talent management and self-awareness, emphasizing the enduring value of human-centric capabilities in an era of rapid technological advancement. The Royal Academy of Engineering and the National Engineering Policy Centre (2024) also highlight the importance of qualities such as resilience, future orientation, social responsibility and inclusiveness for modern engineers. There is an increasing global demand for engineers with entrepreneurial skills due to factors like globalisation, uncertain environments and social challenges like the Sustainable Development Goals (SDGs). Engineers are now expected to go beyond technical skills and engage in marketing, management and financing, requiring them to be more entrepreneurial and understand market and business contexts . Reasoning for complexity is a relevant component in both entrepreneurship and engineering education. Scientific thinking can also be a strength in entrepreneurship education, challenging the notion that it is solely the domain of STEM fields, like engineering. Entrepreneurship is a valid discipline for cultivating scient ific thinking in students. 23 In addition, our literature review revealed an increased relevance of the entrepreneurial mindset for future engineers. We analysed in detail the most recent and relevant articles on engineering curricula and the professional skills related to entrepreneurship. Several articles refer to present studies suggesting the incorporation of this skill set in engineering curricula. One of the methodologies used for our research was based on the search of relevant keywords in document databases such as SCOPUS and Web of Science . Key findings indicate that entrepreneurship, became more prominent as a development focus over the last 40 years and experienced one of the most significant incremental changes in the frequency with which it was mentioned in the literature. This suggests also a growing recognition of its importance for engineers. Engineers increasingly turn their research outputs into business ventures, highlighting a practical need for these skills. 21 22 21 https://www.scopus.com 22 https://www.webofscience.com 23 Suto, Y., Developing future engineering leaders: Evaluating a novel entrepreneurship education course, International Journal of Management Education, 2025, doi : 10.1016/j.ijme.2024.101084 3. Demand for Entrepreneurial Skills Fig. 5 : The six principles of the Engineers 2030 report (The Royal Academy of Engi- neering and the National Engineering Policy Centre, 2024).

19 The increasing integration of AI, automation and smart manufacturing technologies is transforming the engineering landscape. However, many companies report that university curricula are not keeping pace with industry needs, leading to a mismatch between skills taught and those required on the job market. The demand for engineers with strong digital competencies is particularly high in software engineering, industrial automation and IT security, where companies struggle to fill vacancies. As with many industries, people skills remain critical. Innovation within the technology sector has been fuelled by collaboration; teams using critical-thinking and problem- solving skills in agile configurations to address issues as Digitisation is relevant to all work areas and means a lot more than data analytics, AI and using Teams and SharePoint effectively. It is critical that work can be done faster and more efficiently - particularly as it gets more complex and the demand for output continues to grow while the resources available shrink. Companies must upskill their current workforce to empower them to tackle the challenges of digital transformation. Preparing an already-existing team for digitalisation means utilising a current skill set that already understands the organisation, thus boosting efficiency while retaining and developing talent.25 Looking ahead, the importance of entrepreneurial skills for engineers is expected to increase . Globalisation will require them to understand and engage effectively with international markets. As the engineering sector becomes more interdisciplinary, entrepreneurial skills will be essential for effective collaboration across disciplines and industries. Engineers will also be challenged to develop solutions that are not only technically feasible, but also environmentally sustainable and ethically sound. At this point, engineers will also need a high level of financial and business literacy to be able to make an even greater contribution to the business success of companies. Finally, an entrepreneurial mindset will be critical to driving innovation, whether in start-ups or established organisations, to develop new solutions and business models. 24 At the European level, the European Union has produced a comprehensive conceptual framework under the name GreenComp , the European sustainability competence framework. The timing of the document also adds to the urgency that sustainability needs to be adapted in existing industries as well as building a more responsible way of life both as individuals and professionals. 26 they arise. Tech graduates nowadays need more than just acumen in the latest technologies, they need to be problem- solvers with conceptual awareness, in an environment that delivers ethical as well as commercial context for their choices. The shift towards renewable energy, energy efficiency and sustainable infrastructure is another key driver for demand for skilled labour. EU’s commitment to achieving climate neutrality by 2045 requires an expansion of green technologies, including wind and solar energy, hydrogen infrastructure and electric mobility. As a result, demand for electrical engineers, energy engineers and environmental engineers has surged, making this one of the most affected fields. Additionally, the push for sustainable construction and circular economy principles is increasing the need for civil engineers and material scientists with expertise in eco- friendly designs and resource-efficient production. The European Digital Competence Framework identifies key elements of digital competence and skill development in 5 areas: Information and Data Literacy, Communication and Collaboration, Digital Content Creation, Safety and Problem Solving. GreenComp rather focuses on describing the areas that need attention and describing competencies under those areas. In general, within the framework, we can find four thematic areas, including embodying sustainable values, enhancing complexity in sustainability, envisioning sustainable futures and acting for sustainability. It is apparent from the framework that the underlying principle is for a holistic approach. It is also apparent that these competencies are not stand alone. 4. Demand for Digital Skills 5. Demand for Green Skills 24 EntreComp-The entrepreneurship-competence-framework_en 25 DigComp: the European Digital Competence Framework 26 GreenComp: the European Sustainability Competence Framework

20Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them The rise of international agreements has spurred regional and national governments to pursue ambitious environmental policies focused on reducing emissions and restoring ecosystems. A prime example is the 2019 The GreenComp framework cannot exist without a link to other competencies and frameworks. The competencies defined within the framework are not in the traditional sense trainable as they tend to reflect the change of mindset and point of view towards the existing situation. The familiarization, training and building on the GreenComp competencies is a long-term process, that includes a cognitive decision from each individual/organisation to commit in the matters related to the green transition and sustainability and to incorporate the principles in both personal and professional capacities. Over the past thirty years, climate change has become increasingly urgent, sparking a global movement for climate action. A pivotal moment came in 2015, marking two significant developments in response to the changing climate: the establishment of the 17 UN Sustainable Development Goals and the Paris Agreement. These historic milestones have since shaped national strategies aiming to create societies and economies that are less polluting, less dependent on carbon and ultimately, greener. Transitioning to greener initiatives to tackle climate change will yield immediate effects. Under the European Industrial Strategy, the green transition is expected to generate one million new jobs, necessitating the upskilling and reskilling of 120 million individuals. While existing jobs will evolve to become less polluting, new positions will arise in response to this shift, creating an economy that supports environmental health. Additionally, fostering a greener society will require individuals to cultivate a strong environmental awareness and a commitment to sustainability. As the shift toward a greener economy continues to present new challenges, the demand for these skills will inevitably rise across all sectors. Cultivating a more sustainable economy is key, further emphasizing the importance of enhancing our workforce’s green skill set. European Green Deal, which aims to make Europe climate- neutral by 2050. Alongside initiatives such as the EU Green Industrial Plan 2023, the revised Energy Performance of Buildings Directive 2024, and the EU Bioeconomy Strategy 2018, these policies emphasized the urgent need for economies and societies to transition towards sustainable, resource-efficient and environmentally friendly practices. 0,00% 10,00% 20,00% 30,00% 40,00% 50,00% 60,00% 70,00% 80,00% 90,00% 100,00% Most important Important Being able to develop and implement innovative and disruptive sustainable solutions and products (i.e. understanding the meaning of the SDGs) Acquiring wider technical literacy relevant to sustainability, including aspects related to cultural perspectives, norms and values Become visionary to defining what is desirable within five years, rather than focusing on what needs to be resolved now (i.e. contributing to a more positive image of the engineer) Acquiring a better understanding of - and taking on a stronger role within the business and political world (to deal with societal shocks like the pandemic, war, energy crisis, etc.) Responsibly seize opportunities offered by AI and know how to efficiently and ethically apply them Neutral Less important Least important Main required competencies identified by engineers (ranking) Fig. 6: The main competencies essential for the future of the engineering profession, Engineers4Europe second survey

21 Our on-line research revealed the following main competencies required by future engineers. (see pg21) Continuing Professional Development (CPD) is timely professional updating. It is the process of lifelong learning for professionals; it is as a transformative mechanism for building workforce adaptability and innovation. The engineering profession is at a crossroads, shaped by powerful global trends that are redefining industries and reshaping the way organisations and professionals operate. From the relentless pace of technological advancements to the urgent need for climate action, as well as demographic shifts and growing urbanization, these forces are creating new challenges and opportunities that demand resilience, adaptability and bold leadership. Central to this resilience, adaptability and leadership is CPD, which provides professionals with the knowledge and tools to navigate evolving demands while reinforcing the foundational strengths of their organisations. It aligns with previous complementary efforts such as the previous Council Recommendation on Learning for the Green Transition and Sustainable Development , the European Sustainability Competence Framework or GreenComp as already mentioned, UNESCO’s Education for Sustainable Development: A Roadmap and the UN’s Education for SDGs: Learning Objectives . 27 28 29 The engineering profession, driven by rapid technological advancements, is undergoing significant changes in content and skill requirements. As university curricula may not fully equip engineers for a professional lifetime, the concept of lifelong learning (LLL), coupled with professional experience, is becoming increasingly vital. The cooperation of universities, professionals, VET institutes (formal, informal, non-formal) and industry is crucial to ensure that different forms of education complement each other. The new European Commission’s recently published communication on the Union of Skills expresses a strong commitment to build on a solid skills foundation in education and training and engages in lifelong upskilling and reskilling. An initiative on AI in education and training will lay down an AI literacy framework and support the integration of AI in education and training (in 2026) .30 CPD equips professionals to adopt low-carbon materials, model energy performance and design for long-term resilience. Training in mastering energy-efficient design and sustainable construction techniques, Building Information Modelling (BIM) and lifecycle assessment, empowers engineers to balance performance, cost and environmental impact in line with Europe’s sustainability targets. CPD also addresses the human impact of sustainability. Training in leadership and communication enables engineers to collaborate effectively across multidisciplinary teams and advocate for innovative approaches. These skills are essential as engineers navigate the complex interplay of technical, regulatory and societal pressures in delivering national and European climate commitments. The green and digital transitions necessitate the upskilling of engineers in new technologies and processes such as building information modelling (BIM), cloud computing, artificial intelligence, 3D printing, virtual reality, IoT and blockchain technology. Competency-based learning is identified as the most effective approach for engineers. As an example, climate change requires cutting-edge skills and fresh thinking – exactly what CPD can deliver through focused training programs. Engineers engaged in CPD gain expertise in areas like lifecycle analysis, energy-efficient retrofitting and the integration of renewable energy technologies such as solar panels and heat pumps. Such training ensures they can deliver sustainable solutions while adhering to evolving regulations and EU Green Deal commitments. 6. Demand for Continuous Professional Development (CPD) 27 28 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=oj:JOC_2022_243_R_0001 https://unesdoc.unesco.org/ark:/48223/pf0000374802 29 https://www.unesco.org/en/articles/education-sustainable-development-goals-learning-objectives 30 European Commission, The Union of Skills COM(2025) 90 final https://employment-social-affairs.ec.europa.eu/document/download/915b147d-c5af-44bb-9820-c252d872fd31_en?Filename= Communication%20-%20 Union%20of%20Skills.pdf

22Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 7. Demand for Under-represented Groups Our research indicated that there are proportionally underrepresented groups in engineering, leading to a deficit in the diversity of ideas, perspectives, creativity and overall balance in the profession. Beyond addressing issues of representation, the issue of diversity and inclusion contributes to the generation of fresh ideas and to increased creativity within engineering projects. This diversity of thought is critical for providing effective answers to societal challenges and driving innovation. The under-representation of certain groups in engineering is therefore an ongoing challenge. Scholarships are identified as effective tools to attract diverse talent, providing financial support and breaking down economic barriers. Additionally, the development of mentorship programmes is instrumental in providing guidance, support and a sense of belonging for individuals from under-represented groups. Diversity and inclusion training for both professionals and organisations is recognized as a vital step towards creating inclusive environments that welcome diverse perspectives. Enhancing equality in the engineering profession yields a range of positive effects. Firstly, it would address the shortage of qualified engineers by tapping into a wider pool of talent. Secondly, it would introduce diverse approaches that are essential for reaching sustainable engineering solutions. By incorporating a variety of perspectives and experiences, engineering teams are better equipped to tackle complex challenges and develop innovative solutions. The gender gap in engineering has long been acknowledged as a significant issue. Encouraging more young people, and especially girls, to pursue careers in engineering not only addresses gender inequality but also enhances the diversity of thought within the profession. Research shows that interest in STEM careers is often formed before the age of 14. Strategies such as mentorship, targeted recruitment efforts and creating inclusive environments are essential in this pursuit.

23 1. Challenges in Ascertaining the Supply of engineering professionals This chapter considers the challenges and priorities for an effective engineering graduate supply, culminating into a methodology to be employed towards the development of a strategic framework that the Skills Council can utilize in strategizing (iteratively) for better alignment between the demands of industry and the supply capabilities of HEI and VET providers. 2. 3. Supply of Soft or Life Skills Supply of Entrepreneurial Skills Skills shortage is more than discipline capability; it is also exacerbated by a shortage based on quality in the graduate arena. Moreover, focus is required about the supply of further learning (including micro-credentials) to maintain the existing engineering population at the cutting edge. There are currently 15 million workers in technical and engineering jobs in the EU’s workforce. According to CEDEFOP projections, there will be around 8 million job openings (new and replacement needs) between today and 2035. The majority of these jobs will be due to the replacement of current employees (six million job openings), but also around two million new jobs will be created due to the needs of the economy. Advertisements for engineering jobs normally include traditional hard skills, encompassing math and physics, as these are necessary in nearly every engineering field. In addition to mastering core concepts and methods of the discipline, proficiency in using tools and software for modelling, testing, calculations and simulations, are also needed. Depending on the specialisation, knowledge of standards, codes and regulations are required by employers. These are complemented by soft skills, such as problem-solving, communication skills, creativity, and lifelong learning . Stress and pressure resistance, as well as emotional intelligence lay at the forefront of other skills . 31 32 33 A key issue is finding a balance between technical expertise and professional skills. Engineers are expected to possess a strong understanding of mathematics, physics and the specific technical knowledge relevant to their field of specialisation. One common form of skill mismatch is a shortage of specific industrial skills. As industries adopt new technologies and practices, engineers may find themselves lacking the necessary expertise in emerging areas. As opposed to the postulate of a high degree of specialization, Soft skills such as collaboration, communication and adaptability are identified as vital for success in the engineering profession. Entrepreneurship, leadership and ethics in engineering are ranked highest when considering CPD courses, indicating the importance of holistic skill development. Engineering education should extend beyond science-based tasks, incorporating non- technical skills from the first day. Integrated projects, hands-on problem-solving and exposure to emerging technologies are proposed as effective methods to bridge the gap between theory and practice. Prioritization of skills and related competency requirements will also facilitate an understanding of the different skills, the level of competency a role needs and what steps may be required to help upskill individuals in specific areas, at (inter) national level or organisation level. Such prioritization is a challenge on the supply side. If (soft) professional skills are to be provided without compromise, within more condensed programs, along with the core technical skills, there is a significant challenge because there are requisite credit demands and limited time available. However, employers are reporting that a lack in (soft) professional skills in recent graduates, manifests in difficulties in all aspects of communication (oral presentation, written and even discussion). 31 Sadraey, M. H. (2022). Engineering fundamentals: An introduction to engineering. Springer 32 https://www.linkedin.com/advice/1/youre-starting-mechanical-engineering-career-tdabc 33 https://www.trend.sk/spravy/zabudnite-technicke-zrucnosti-buducnostou-pracovneho-trhu-je-nieco-uplne-ine?itm_brand=zivot 4. ANALYSIS OF THE SUPPLY SIDE

24Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them there is the expectation of the interdisciplinary nature of engineers. Evidence indicates that many graduates lack essential practical skills, especially in communication and strategic thinking, leading to a mismatch between academic outputs and industry requirements. Additionally, engineers must develop global competences, which includes an awareness of- and sensitivity to cultural diversity, enabling effective collaboration in international projects. 34 Fig.7 : Researchersandengineersasashareofcountryemployment(2021,in%) The Digital Competence Framework (DigComp) establishes five fundamental areas: data literacy, communication and collaboration, content creation, safety and problem-solving. The following tables from EUROSTAT show the evolution in % of individuals, aged 16-74, with digital competences and businesses engaged with the digital transformation in the period 2021-2024 .35 For the engineering profession the AI skills requirements go beyond that of basic users, which is very well illustrated in the ARISA AI Skills Strategy for Europe . ARISA, an Erasmus+ funded project to provide AI knowledge and skills, helps people understand and use AI technology in business and policy contexts while considering privacy, bias and trust. It focuses 38 Sadly, despite efforts to strengthen education and adult training over the last decade in the EU, adult literacy and numeracy skills in EU Member States mostly declined or stagnated, according to the second international Survey of Adult Skills (PIAAC). According to the 2024 State of the Digital Decade Package, the EU has not yet fully achieved convergence on most targets and objectives and the pace of progress on some targets is slower than anticipated. This is particularly true in the fields of skills, high- quality connectivity, the adoption of Artificial Intelligence (AI) and data analytics b y businesses, semiconductors and start-up ecosystems . 36 37 Fig. 7 : Researchers and engineers as a share of country employment (2021, in %) 4. Supply of Digital Skills 34 https://www.cedefop.europa.eu/en/data-insights/researchers-and-engineers-skills-opportunities-and-challenges-2023-update#_employment_and_job_ demand 35 https://digital-strategy.ec.europa.eu/en/policies. Last Access March 28, 2025. [EUROSTAT2024] Digital Economy and Society Index, DESI 2024, European Commission, 2024 36 https://employment-social-affairs.ec.europa.eu/news/survey-finds-adult-skills-have-declined-or-stagnated-last-decade-2024-12-10_en 37 38 https://digital-strategy.ec.europa.eu/en/policies/2024-state-digital-decade-package https://aiskills.eu/wp-content/uploads/2025/04/ARISA_AI-Skills-Strategy-for-Europe_2024.pdf 34

25 The European Climate Action Progress Report 2023 , indicates that 75% of companies and organisations have committed to the sustainability goals, only 43% have clear strategies for achieving them. This gap highlights the critical role of education in equipping professionals with the skills needed to transition from commitment to actionable results and to sustainable decision-making, ensuring that 40 thereby on current and emerging professional roles across four occupational domains : business leaders, technology leaders, technology practitioners and policymakers. This was based on an AI Skills Need Analyses and was followed by concrete AI curricula for various kinds of professions. The Need Analyses show the crucial element of individuals possessing the acumen to understand business opportunities and potential use-cases arising from AI implementation. This clearly goes beyond merely technical skills and has a focus on the ability to discern and leverage the potential benefits of AI technologies, which is considered paramount for driving strategic decision-making and enhancing competitive advantage. 39 2) Project-based and problem-based methods promote critical thinking and practical problem solving. In several cases, students in modules employing these techniques gain transferable skills and directly apply sustainable practices. 1) Interdisciplinary and transdisciplinary learning builds systems thinking, environmental awareness and collaborative skills. For example, interdisciplinary collaborations increase student confidence in tackling complex sustainability challenges. profitability and environmental responsibility can coexist. Training on the circular economy, supply chain sustainability and green certifications further equip professionals to integrate sustainability into every aspect of their work. The most successful integration of green skills occurs in undergraduate education through activelearning, interdisciplinary collaboration and project-based methods across multiple academic disciplines. Green skills flourish when learning is active, integrative and contextual (i.e. or relating to the circumstances that form the setting for an idea). Educators who use hands-on approaches report that : 5. Supply of Green Skills 39 40 https://www.digitaleurope.org/news/arisa-needs-analysis https://climate.ec.europa.eu/news-your-voice/news/climate-action-progress-report-2023-2023-10-24_en Digital Skills (%) ICT Graduates ICT Specialists Entreprises Providing ICT Training Basic Digital Skills Above Basic Digital Skills Digital Transformation of Business (%) SMEs with at least a basic level of digital intensity Electronic information sharing Social Media Big Data in SME Data Analytics All Cloud AI e-Invoices e-Commerce turnover 2021 3.9 4.3 19.7 NA NA 2021 NA 34.6 22.4 14.2 NA NA NA 33.2 9.6 EU 27 Average 2022 3.9 4.5 19.7 53.92 26.46 2023 4.2 4.6 22.4 53.92 26.46 EU 27 Average 2022 54.8 36.7 28.4 14.2 2023 69.1 36.7 28.4 14.2 NA 34 7.6 33.2 10.2 NA 34 7.6 33.2 9.1 2024 4.5 4.8 NA 55.56 27.32 2024 57.7 42 30.6 NA 33.2 37.9 8 38.6 11.9

26Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Renewable energy and green infrastructure will be key areas of innovation, requiring engineers with a deep understanding of sustainable design and circular economic principles. As being a major interest for engineers in the future, the global nature of climate challenges implies special major attention. Although Europe’s emissions are only 8% of the total of global carbon related emissions, engineers work in projects all over the world and need to provide good examples and case studies. Also, adapting to the use of new renewable technologies on a larger scale could make Europe more competitive. This change of attitudes, based on new knowledge and on effective skills, should also nurture the incorporation of ethics into engineering education and training, also in continuing professional development (CPD). The construction and building industry accounts for about 45% of carbon related emissions in the world. It is much more than any other sector of society, like automobile, manufacturing or airplane industries. Therefore, the relevance of education – including online courses - for students and for active engineers, especially civil engineers, is about reducing the carbon footprint. The effectiveness of online courses needs careful attention from educational and training institutions. Incorporating practical skills and attitudes by using interactive dialogue, together with knowledge, can improve engagement from learners. 3) Experiential and transformative pedagogies shift the focus from passive content delivery to active, real- world learning. Multiple studies cite enhanced sustainability competencies, such as reduced ecological footprints and improved low-carbon skills. Hands-on, practical approaches to learning are particularly effective in developing green skills. Such approaches appear to bridge the gap between theoretical knowledge and practical application, allowing students to engage with real- world sustainability challenges and develop problem-solving skills in context. The findings of several studies highlighted the importance of integrating sustainability concepts across disciplines and the need for holistic approaches to integrating green skills across the curriculum, rather than confining sustainability education to specific courses or modules. The European Education Area initiative also seeks to increase the exposure of VET graduates to work-based learning. The EU supports VET with funding under Erasmus+ and the European Social Fund Plus (ESF+). The EEA Strategic Framework impacts VET by promoting adaptability, quality and inclusiveness in line with labour market needs. It encourages the integration of skills for the green and digital transitions. It also fosters closer collaboration between VET providers, employers, and 43 Dialogue between VET and businesses remains limited with few initiatives to bridge the gap, however, to address the demands and developments more flexibly, all stakeholders in the engineering labour market – educational institutions and businesses will need to refocus and reinvent their approaches. Also, hybrid employment models will continue to be in demand and the VET sector will need to implement changes more expediently to keep up with the fast pace of global developments. The responsibility for VET lies primarily with Member States, with the EU playing a supporting role. Since 2002, EU national authorities and social partners have taken part in initiatives to improve the performance, quality and attractiveness of VET in Europe. Known as the Copenhagen Process , this cooperation has been developed through a series of declarations; the current Osnabrück Declaration expires in 2025. The previously mentioned Labour and skills shortages in the EU: an action plan of March 2024 addresses labour and skills shortages in the EU and the European Commission committed adopt a new declaration on VET in 2025. This declaration aims to continue the Copenhagen Process by aligning VET policies and reforms with the evolving labour market, particularly in response to technological developments such as artificial intelligence. 41 42 This effect could be complemented with updating existing mission statements by professional engineering societies and engineering companies. These activities should follow the need for global cooperation on climate issues, particularly in helping developing countries to progress and develop sustainably. Engineering is global and all countries and societies should cooperate in formal and non-formal procedures and projects. 41 42 43 https://ec.europa.eu/commission/presscorner/detail/en/memo_04_293 Guido, N. (2021). Agenda europea per le competenze, Raccomandazione VET, Dichiarazione di Osnabrück. https://education.

27 It is through CPD that professionals become empowered to bridge the gap between policy ambitions and practical implementation and in doing so, CPD not only equips engineers with the skills to tackle today’s challenges but also ensures they are ready to drive innovation in a rapidly changing world. social partners for the curricula matching real-world requirements. Highlighting the importance of VET, Commission President Mrs. Ursula von der Leyen, in her Political Guidelines , emphasized enhancing the status of VET and increasing the number of individuals obtaining a secondary VET degree. Additionally, Mrs. Roxana Mînzatu, the Commission’s Executive Vice-President for Social Rights and Skills, Quality Jobs and Preparedness, has been tasked with developing a comprehensive EU strategy for VET, which is part of the broader initiative known as the Union of Skills. 44 CPD also empowers engineers to address critical skills shortages by offering training in high-demand areas like renewable energy and digitalization. By fostering intergenerational learning and creating pathways for upskilling, we must highlight the vital role CPD plays in Centres of Vocational Excellence are emerging as key actors in innovation, LLL and regional economic development. These 46 Engineers are urged to actively engage in continuous learning through attendance at conferences, workshops and training programs. This proactive approach ensures they stay updated on the latest trends, best practices and technological advancements in their rapidly evolving sectors. Vocational Education and Training (VET) systems play a vital role in shaping the future workforce, particularly in technically demanding professions such as engineering. Across the European Union (EU), these systems function both as initial entry points into the engineering profession and as mechanisms for reskilling and upskilling engineers in response to technological advancements, industrial transformation, and sustainability transitions. enabling European engineering-led organisations to thrive, not only in navigating the challenges of today, but also in shaping the possibilities for the future. VET systems vary considerably between EU countries in structure, governance, and effectiveness. Germany’s dual sys tem is frequently cited as a model of excellence due to its close integration of on-the-job training and classroom instruction. By contrast, countries like Spain, Italy, and Greece have historically relied more heavily on school-based vocational education with limited industry collaboration, resulting in weaker employment outcomes for VET graduates. Such differences highlight the need for systemic reforms and greater coherence in European VET systems, especially when considering their potential to serve as a credible pathway into engineering. The European Commission has responded with initiatives like the European Alliance for Apprenticeships and the promotion of mutual recognition of qualifications. 45 Effective VET systems in engineering rely on robust collaboration with industry partners. Austria, Denmark and the Netherlands are notable for involving industry in curriculum development, quality assurance and certification processes. This ensures VET remains aligned with the dynamic needs of the engineering labour market, especially in digitalization and green technologies. 44 https://commission.europa.eu/document/e6cd4328-673c-4e7a-8683-f63ffb2cf648_en 45 https://efvet.org/european-alliance-for-apprenticeships 46 https://employment-social-affairs.ec.europa.eu/policies-and-activities/skills-and-qualifications/skills-jobs/centres-vocational-excellence_en Fig. 8: EU Summits – European Council Meeting Room

28Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them centres combine vocational training with applied research and partnerships with SMEs, enabling them to serve as regional hubs for workforce transformation. Their relevance to engineering is especially notable in areas such as green energy, robotics and sustainable construction. A major strength of VET systems in countries like Finland and Sweden is their permeability— students can transition from vocational qualifications into higher education pathways, including engineering degrees. This flexibility enables upward professional mobility while supporting LLL principles, which are essential for engineers to remain relevant in a fast-changing technological environment. As industrial sectors transition toward green and digital paradigms, engineers need to continuously adapt. VET systems are uniquely positioned to offer flexible, targeted reskilling programs. For example, the automotive industry’s shift to electric mobility has led to new VET-based curricula focusing on battery systems and e-mobility engineering. These rapid-response programs are often faster and more adaptable than traditional university programs. Additionally, initiatives such as Pact for Skills under the EU Skills Agenda promote public-private partnerships to drive large-scale upskilling for engineers in sectors like construction, electronics and sustainable manufacturing. 47 Micro-credentials could be designed and issued by a variety of providers in different learning settings (formal, non- formal and informal learning settings). The procedures for recognition however still have to be developed. Not only is a European procedure for recognition still missing, but also a structure to make engineers aware of the huge range and differences between different micro-credentials. Many providers are already developing tools, but there is no Also Micro-credentials are a promising tool for enabling flexible, targeted learning and for responding quickly to emerging needs in the labour market. They allow individuals to deepen or expand their expertise in specific areas, making them particularly valuable for working professionals who need to upskill or reskill in response to sectoral developments. This can significantly boost the EU’s economic adaptability and competitiveness. Although microcredentials can be a powerful supplement to formal education, we stress that they should not be seen as a substitute for it. Their effectiveness depends on the presence of a solid educational foundation that equips individuals with broad knowledge and critical thinking skills. Micro-credentials can refine and extend this base, but they cannot replace the depth and coherence of a comprehensive educational trajectory. Ensuring that micro- credentials remain anchored in a well-rounded learning path will be essential for creating not only a flexible workforce, but a thoughtful, capable and resilient society. Therefore, micro- credentials are most effective when used for what they are particularly well-suited to: targeted upskilling and reskilling in response to evolving professional demands. However, to truly unlock their potential, it is important to recognise that they are not a standalone solution. Without being grounded in a strong and coherent educational foundation, there is a risk that microcredentials may become fragmented or lack the necessary depth for meaningful, long-term development. Their lasting value and impact depend on being part of a broader, well-rounded learning trajectory that supports both personal growth and professional adaptability .48 47 48 https://pact-for-skills.ec.europa.eu/index_en https://www.ptvt.nl/actueel/position-paper-eu-stem-coalition Fig. 9: Online Promotion of the E4E Micro-credentials in Italy

29 The improvement of inter-regional and cross-border mobility for engineers is supported by various systems of acceptance and academic recognition : 1) the European Qualifications Framework (EQF) as a translation tool to make national qualifications easier to und erstand and more comparable. The EU Council Recommendation of 26 November 2018 on promoting automatic mutual recognition of higher education and upper secondary education, and the outcomes of learning periods abroad, refers to the European 50 The availability of qualified engineers in Europe, their professional development, their skills and their ability to be mobile, are linked. Inter-regional and cross-border mobility for engineers, within and beyond the European Union, is an important issue for engineers seeking international opportunities, as well as for industry and - by extension - Europe’s economic competitiveness. We hereby focus on the recognition of non-EU engineering qualifications, because this recognition provides clarity and assurance to both engineers and employers regarding the equivalency of qualifications, fostering greater confidence an d mobility in the international engineering sector. In the European Union context there are several instruments that promote and regulate the recognition and portability of qualifications. The Lisbon Recognition Convention (LRC) , jointly drafted by the Council of Europe and UNESCO and adopted in 1997, is the main legal instrument on the recognition of qualifications in Europe. It has, to date, been ratified by more than 50 stat es. According to the LRC, qualification portability of qualifications is the default and only when significant differences between educational systems apply, should the recognition be refuse d. 49 methodology yet to pinpoint the essential characteristics, to publish them and to develop procedures for recognition. The use of artificial intelligence in preparing, in running and in evaluating online courses will probably be the major change in the future of online learning. Training engineering educators on artificial intelligence basics is therefore paramount, urgent and necessary. 3) the European Network for Accreditation of Engineering Education (ENAEE) promotes quality engineering education across Europe and beyond, so that engineering graduates are fully equipped to tackle the issues and rigor that is demanded by modern engineering projects. ENAEE does this by authorising accreditation and quality assurance agencies to award the EUR-ACE label to accredited engineering degree programmes. 51 2) the Bologna Declaration (European Ministers of Education, 1999) with the main goal to deepen relations between European nations to establish a Europe of Knowledge. Qualification Framework (EQF) as a way to foster transparency and build trust between national education and training systems. With the Council Recommendation, EU Member States made a political commitment to take steps to introduce automatic recognition by 2025. 5) the European Diploma Supplement for all higher European education degrees that contain information to be used in different countries for Europe-wide processing, standards, and recognition of qualifications, 6) the Washington, Sydney and Dublin Accords are international agreements among bodies responsible for accrediting engineering degree programs. They recognise the substantial equivalency of programmes accredited by those bodies at three different education levels and recommend that graduates of approved programs be recognized by the other bodies. 4) the EUR ING Certificate created by ENGINEERS EUROPE, helps promoting mobility of engineers within and beyond Europe. Candidates must meet certain requirements, both in terms of education and professional experience, in order to be awarded the EUR ING Certificate, in particular, the candidate’s course must be part of the European Engineering Education Database (EEED) and the candidate must have minimum professional experience, depending on the level of education. The EUR ING Certificate has a validity of five (5) years but can be renewed upon the provision of CPD-evidence after those five years. 52 7. Supply of Under-represented Groups 49 50 51 52 https://www.coe.int/en/web/higher-education-and-research/lisbon-recognition-convention https://education.ec.europa.eu/education-levels/higher-education/inclusive-and-connected-higher-education/automatic-recognition-of-qualifications https://www.enaee.eu/eur-ace-system https://www.engineerseurope.com/what-engineers-europe-eeed

30Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Besides career-related benefits, mobility also contributes to the holistic development of engineers, which in turn contributes to the development of society, as engineers enhance their inter-cultural communication skills and their understanding of the world. There are also a series of educational options that can be strongly recommended, such as spending one semester of practice abroad during a PhD or undertake a bachelor semester designated to expand education in a different field or to apply knowledge in cross-border projects. Short- term internships and projects in companies abroad as part of the master’s degree, are other suggestions. However, As an example, the number of foreign engineers in Germany has risen significantly in recent years. There are (2024) about 400,000 foreign engineers living and working in Germany, which is about 17 percent of the total engineering workforce. Still, the demand continues to exceed supply. As HEIs and training programs struggle to keep up with the increasing need for technical professionals, targeted immigration policies should be improved. Possible actions are:Streamline work visa and residence permit processes for skilled engineers from non-EU countries which could accelerate integration into the labour market. Simplifying and expediting the recognition of international engineering degrees could enable highly qualified professionals to work in Europe without unnecessary bureaucratic delays. Establishing cooperation agreements with countries that have a surplus of STEM graduates can help attract skilled engineers and mitigate shortages in critical sectors. The European Union has built a system of qualifications recognition which is based on high quality standards, trust and transparency. The legal framework for the recognition and portability of higher education qualifications in the European context is one of the most advanced in the world. Nevertheless, the practical application of European legislation and international agreements is not uniform across Europe. Even though the LRC, as an international treaty, obliges the countries that ratify it to update the national legislation accordingly, reality shows that this is not always the case. while these measures are easier to implement and promote between European countries, the feasibility decreases rapidly while trying to implement such projects with non- European countries. However, inclusion does not only entail the mobility and recognition of non-European engineering qualifications, but also the better involvement of girls and women in engineering as there is clearly a gender imbalance in the engineering workforce. Active identification of female role models in engineering can inspire girls to pursue a career in engineering. While including girls in STEM is certainly an essential goal, everyone will need to meet the challenges posed by the labor market. A contributing factor to the skills gap is the insufficient pace of STEM graduate production, which is failing to keep up with the growing demand in STEM-related jobs. Although the number of STEM graduates has increased from 18.5 per 1,000 individuals aged 20-29 in 2014 to 22 per 1,000 in recent years, this growth remains inadequate. As a founding member of the EU STEM Coalition , ENGINEERS EUROPE also believes that STEM education should not only be about what young people can do for society, but also about how it can empower them to explore their passions, ask difficult questions and build meaningful lives. The prioritization of STEM on the European agenda 54 55 The Directive 2013/55/EU of the European Parliament and of the Council of 20 November 2013 amending Directive 2005/36/EC on the Recognition of Professional Qualifications introduced, amongst others, some mechanisms that can facilitate the mobility of engineers, such as providing Partial Access when significant differences between qualifications require substantial additional studies, or establishing a Common Training Framework (CTF) as a pathway to automatic recognition for professions that currently do not have it, such as engineers. A CTF could be a path to harmonize the minimum training requirements needed to practice the engineering profession in Europe, in congruence with international agreements, such as the Washington Accord, Sydney Accord and Dublin Accord. This way, it could facilitate the mobility of engineers worldwide. The professional development of engineers, their skills and their ability to be mobile, are linked. 53 53 54 55 https://eur-lex.europa.eu/eli/dir/2013/55/oj https://www.stemcoalition.eu https://education.ec.europa.eu/document/stem-education-strategic-plan-legal-document

31 56 https://education.ec.europa.eu/focus-topics/stem and the EU STEM Education Strategic Plan of March 2025, will support the EU in achieving its goals related to education and skills. Europe is currently navigating a wide range of complex and interconnected challenges - ranging from the need to strengthen strategic industrial sectors and adapt to the rapid pace of digitalisation, to addressing climate change and responding to evolving defence and security needs in an uncertain geopolitical landscape. While these challenges are diverse in nature, they share a common requirement: innovative, STEM-driven and crossover solutions. Investing in high-quality, inclusive and future-oriented STEM education is not only desirable, but essential for securing Europe’s long- term competitiveness, resilience and social cohesion. This requires also improving basic STEM competencies across the general population. Initiatives which attempt to implement activities across wide ranges of national or regional borders tend to fail since an approach which may work in one given context does not necessarily work in another. Success or failure of initiatives aimed at developing education will depend to a large degree on local variables such as culture, administrative structures and specific stakeholder ecosystems. For this reason, top-down one-size-fits- all approaches do not work. By empowering local STEM platforms to interpret and implement STEM development approaches themselves, activities become tailor-made for their specific contexts. In this context, the 2030 targets for STEM education set by the European Commission, are welcomed, as they provide a clear direction . Moreover, these targets will help to put the importance of STEM education on the agenda of national ministries, but also at regional and local level. The creation of mentorship programs provide students with real-life experiences and insights as to whether a STEM career would suit them. 56 The best approaches to involving a fuller spectrum of underrepresented groups, as well as the matter of which groups warrant specific attention, are very contextually dependent. Different regions will apply uniquely adapted strategies, the nature and details of which are best known by actors in the countries in question. For this reason, the importance of supporting a decentralized approach to inclusion in engineering studies requires emphasizing. Empowering a wide variety of regional actors and incorporating contextually specific approaches will yield the most appropriate results.

32Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them What kind of future engineering professional, as a supply output, is required? A skills revolution is necessary to respond to the impact of the green transition in the short- and medium-term. All workers, across qualification and seniority levels, sectors and occupations need to be trained in an array of skills. Particular focus is necessary for occupations that drive greenovation, which lies at the core of the green transition . Skills-based organisations will rethink traditional workforce practices to move the emphasis from jobs and roles to current and future workforce skills . Applying skills-based hiring will help organisations access new talent pools, thus closing the workforce shortage gap. Yet only a few job postings advocate for this approach. 57 58 Educational offerings must prioritize the necessary basic sciences and pillars (priority subjects) within each engineering discipline. Such prioritization should be considered in conjunction with employers, and engineers associations. Companies/industry are fundamental in the development of young engineers and in that regard, they need to have greater responsibility in an engineer’s growth. One way is to mandate curricular internships within degree programs to facilitate the acquisition of some of the essential professional skills. Such initiatives represent a way to motivate engineering students to further deepen technical skills. Addressing the skills mismatch in the engineering sector requires a multi-faceted approach. By combining strategies, HEIs, VET providers, professional bodies, industry stakeholders and policymakers can work Another approach to bridge gaps is to foster working conditions such that young engineers can pursue a master’s or a postgraduate degree. It is at the level of these training courses that the most specific and technical subjects are taught, and which allow for an acceleration of knowledge and skills in specific areas of engineering. In 4/5 years of higher education young engineers will have scientific knowledge that will help them to be more successful in their tasks. Such an initiative should be synchronized with LLL strategies, incorporating CPD requirements. 57 https://www.cedefop.europa.eu/en/data-insights/thyroid-occupations-biogas-technicians 58 https://www.deloitte.com/uk/en/services/consulting/blogs/2025/learning-for-a-skills-based-future.html 5. E4E SKILLS STRATEGY AND FUTURE CHALLENGES Fig.10 & 11 E4E Project Team Meeting, Brussels 22 September 2022

33 5) Mechanisms for Continuous Feedback from Industry professionals to identify emerging skill needs is crucial for HEIs and VET providers. Industry representatives can contribute to curriculum development, by sharing with HEIs and VET providers the current and future needs, as together to bridge the skills gap in the engineering sector and better prepare engineers for the challenges of the modern workplace. The following strategic objectives are proposed : 2) Challenge-based Education exposes engineering students to real-world problems, bridging the gap between theoretical knowledge learned in academia and its practical application. 4) Industry-Academia Collaboration that fosters stronger collaboration (HEIs and industry/ companies/business) can be achieved through partnerships, joint research projects, internships and advisory boards. Industry placements are also helping students to develop a better understanding of the skill set required in the workplace. On one hand, it motivates students to develop such skills and on the other, enhances a better understanding of the different career paths of the engineering profession. To the industry, these collaborations represent an opportunity to assess the supply and motivate students to develop the skills needed. 3) Regular Curriculum Reviews/Reforms to incorporate the latest industry trends, technologies and skills requirements. Continuous evaluation of the educational offer is an important aspect to mitigate the skills gap and better align the supply with the demand. Such reforms should include beneficiaries (students) but also employers and professionals to ensure all can dialogue on the relevance of the educational offer. 1) Competency-based Education will provide for clear and measurable learning outcomes. An educational paradigm based on competencies also fosters a greater diversity of career opportunities, as engineers will find themselves equipped with a versatile skill set that expands their range of professional options. Several, internationally recognized, skills frameworks provide a comprehensive understanding of what generic and transversal skills should be developed in each engineering cycle. It was recently launched from the EC, as ResearchComp .59 10) Diversity, Inclusion and Social Responsibility are important to ensure that engineering education is well as expectations for the engineering workforce, so that these can be incorporated into the curricula. This dialogue is critical to maintain the relevance of the curricula and align job market needs with the educational providers’ mission. 8) Government and Policy Support is fundamental through the provision of regulations that guide educational providers to continuously adapt their curriculum. The existence of the European Engineering Skills Council will provide a forum to debate the necessary skills for all engineers working in Europe, considering the European job market trends and provide guidelines for all European HEIs and VET providers. Funding will be crucial to promote this initiative that facilitates collaboration between industry and educational institutions. 6) Industry-endorsed Certifications with HEIs and VET providers working with the industry to develop micro- credentials (short-duration, often delivered online, focused educational units that offer learners the opportunity to acquire/develop a particular competency). 9) Professional Bodies should work with industry to identify the competencies needed for diverse engineering roles. They should also clearly identify and promote the needed skills to practice engineering in each specific area. On the other hand, they should also dialogue with HEIs and VET providers to ensure that the skills they (professional bodies) validate as core to the engineering profession, are supplied by educational providers. 7) VET providers can offer specialized, practical and short duration training postgraduate programs that directly address the competencies required in the engineering workforce. Their educational offer emphasizes hands-on/ practical training, through online courses, workshops, or seminars and this potentially motivates professionals who are already working in the field and need to balance their learning with work commitments. VET providers are thus, fostering a culture of continuous learning among both students and professionals for them to develop a mindset of reskilling and upskilling throughout their entire careers, according to the needs of the labour market. 59 ResearchComp: The European Competence Framework for Researchers

34Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them based on diversity and inclusion, as well as on initiatives to attract underrepresented groups (such as women) to pursue engineering careers. A diverse and inclusive learning environment fosters open-mindedness, empathy and communication skills, much needed for team working. Such qualities also foster innovation and creativity, which are crucial elements for the engineering profession where novel solutions are often required. When comparing our analysis with Mario Draghi’s Report on the Future of European Competitiveness, there are significant areas of alignment, but also some important divergences in focus and approach. Mr Draghi’s findings concerning the skills and labour market (M. Draghi, 2024, pp. 257 -280) relate to the following :62 Future labour markets will be more automated and dynamic, which will put premia on skills that allow workers to complement machines, equip them to master new (digital) technologies and adapt to new developments. The shift towards highly skilled occupations will require significant upskilling and reskilling of the workforce. An example of a severe shortage of occupation which can impact the EU’s competitiveness is science and engineering professionals and associate professionals, In January 2025, the Commission presented the Competitiveness Compass , a new roadmap to restore Europe’s dynamism and boost our economic growth. The compass builds on the analysis of Mario Draghi’s report on the future of European competitiveness and spells out how the European Union will boost innovation by : 60 Creating a friendly environment for young companies to start and expand, with a dedicated EU start-up and scale- up strategy. Helping big companies adopt new technologies such as artificial intelligence (AI) and robotics, thanks to an Apply AI initiative .61 Making it easier for companies to operate across the EU by simplifying rules and laws, with a proposal for a 28th legal regime that will guarantee one set of rules across the EU. Supporting the development of new technologies, with action plans for advanced materials, quantum, biotech, robotics and space technologies. COMMONALITIES: which are essential to implement the twin transitions. 1. Green Transition and Sustainability: • Draghi emphasizes the urgent need for Europe to transition towards sustainable energy sources, given its heavy reliance on energy imports and the high cost of energy. He stresses that sustainability is crucial for European competitiveness, advocating for innovation in green technology and renewable energy. 2. Technological Advancements and Digitalization: • Draghi highlights Europe’s technological lag, particularly in areas like AI and digital infrastructure, where the EU is dependent on non-European technologies. He calls for a robust strategy to close this gap and promote innovation. • E4E aligns with this by focusing on developing digital skills among engineers. The strategy emphasizes the importance of digital literacy, AI and data analysis for engineers to adapt to the rapidly evolving technological landscape. 3. Skills Gap and Future Workforce Needs: • Draghi identifies a critical skills gap in Europe’s workforce, especially in high-tech and green sectors. He warns that without closing this gap, Europe risks falling behind economically and technologically. His report further acknowledges that the quality and effectiveness of VET systems across the EU are highly inconsistent, and it emphasizes the need for wide- ranging reforms to prepare the workforce for technological advancements. This perspective was echoed during the December 2024 Council meeting (EPSCO)63, where EU ministers adopted conclusions stressing the importance of enhancing upskilling, reskilling and LLL opportunities to ensure that workers are equipped to adapt to the constantly evolving labour market. • E4E mirrors this concern by addressing the need for • E4E similarly places a strong focus on sustainability, highlighting the necessity of engineering skills in green technologies. The strategy prioritizes upskilling engineers in areas such as renewable energy, energy efficiency, and environmental sustainability to support the green transition. 60 61 62 63 https://commission.europa.eu/topics/eu-competitiveness/competitiveness-compass_en https://aiapply.co/ https://commission.europa.eu/topics/eu-competitiveness/draghi-report_en https://www.epp.eu/news/epp-epsco-ministers-meeting

35 DIVERGENCES IN FOCUS: 2. Strategic Autonomy and Technological Sovereignty: • Draghi also stresses the importance of strategic autonomy, particularly in critical sectors like digital technologies and renewable energy. He argues that Europe must reduce its dependency on external suppliers and develop its own technological capabilities to safeguard its economic and geopolitical interests. • E4E, while focused on equipping engineers with future- ready skills, does not place as much emphasis on Europe’s technological sovereignty. The strategy is more oriented towards ensuring that engineers possess the skills needed by industry, without the broader geostrategic implications highlighted by Draghi. The E4E scope is primarily about enhancing competitiveness through skills development, rather than asserting Europe’s autonomy in critical sectors. 1. Entrepreneurship and Innovation: • Draghi, while advocating for innovation, does not explicitly focus on entrepreneurship in his report. His approach is more centred around large-scale structural changes, industrial policy and increasing investment in research and development (R&D), rather than fostering individual entrepreneurial initiatives. continuous education and professional development (CPD) for engineers. The strategy stresses the importance of equipping engineers with the skills necessary to meet the future demands of the industry, including AI, robotics and sustainable technologies. • E4E places significant emphasis on fostering entrepreneurship among engineers. It promotes programs that encourage engineers to start their own businesses, providing support through mentorship, financial incentives and entrepreneurship education. The strategy views entrepreneurial engineers as key drivers of technological innovation and economic growth.

36Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 1. Actionable Recommendations : In translating our above comprehensive analysis into Actionable Recommendations for the European Engineering Skills Council, several key areas emerge as critical focal points to address the evolving demands and challenges within the engineering profession. 2) Promotion of the Profession: Support initiatives to expose students to engineering concepts early on, fostering interest and understanding of the profession’s real-world contributions. 3) Green and Digital Transition: Advocate the GreenComp framework and Sustainable Development Goals (SDGs) into engineering education programs to align with megatrends like the green and digital transition. 1) Positioning Statement and Recruitment: Develop a robust positioning statement that clearly articulates the significance and impact of the engineering profession, aiming to inspire young minds. 5) Holistic Education and Transversal Skills: Screen and collect innovative approaches for the development of transversal skills, integrating hands-on experiences and collaborative learning throughout the education process. 4) Re-evaluation of engineering education : Support and emphasize a holistic approach that considers the societal and environmental impacts of engineering innovations, thereby promoting teaching programmes that bridge the skills gap, ensuring relevance to the dynamic demands of the job market. 6) Collaboration and Partnerships: Foster partnerships between industry and educational institutions, leveraging collaborative efforts to address skill shortages. Encourage collaboration through networking events, conferences and knowledge-sharing platforms to enhance the intersection of academia and industry. 6. FUTURE WORK PROGRAM FOR THE ENGINEERING SKILLS COUNCIL AS AN OBSERVATORY Fig. 12 + 13 : Chairman of the European Engineering Skills Council, Mr Hannes TREIER, former Member of the ENGINEERS EUROPE Executive Board, Member of the Swiss National Committee in ENGINEERS EUROPE, Partner REFLECTA AG, Bern (CH), at the E4E Skills Council Meeting, Berlin, 6 December 2024.

37 9) Diversity and Inclusion: Support diversity and inclusion training for engineering professionals and organisations and develop initiatives or proposals thereto. Support gender balance, ethnic diversity and equal opportunities to enhance diversity within the engineering profession. 7) Continuous Learning and Skill Development: Promote continuous learning through engagement with professional societies, facilitating knowledge-sharing among peers. Develop strategies to monitor and contribute to the ongoing evolution of skills required in the engineering profession and give input to CPD upskilling/reskilling training structures. 8) Entrepreneurship and Innovation: Encourage an entrepreneurial mindset among engineers through workshops, seminars and short training courses, demonstrating Best Practice Examples. Support engineering entrepreneurship by mentorship programmes and maintain access to industry and employer networks. 10) Environmental Sustainability and Skill Development: Advocate investments in education and skills development, particularly in STEM fields, to support the twin transition. Support and learn from educational programmes covering emerging fields like renewable energy, artificial intelligence, data science and robotics to prepare graduates for the evolving job landscape. ENGINEERS EUROPE launched an important initiative of which the goal was – together with the E4E consortium partners – to formulate a robust strategy that gives a comprehensive picture of the existing situation, while making recommendations for improvement. We believe this effort should be continued and intensified to meet the needs of the future. The following suggestions may give the European Engineering Skills Council more input and feedback for the future modification and formulation of above action points : 1) Current Skill Set of Engineers: Continuous gathering of detailed information on the current skills possessed by engineers in different sectors and specializations. Data should be collected on the proficiency levels of engineers in emerging technologies (e.g. AI, blockchain, IoT) and their application in real-world scenarios. To address these 5) Under-Represented Groups: More intensive research and data collection on the representation of women and other under-represented groups in the engineering workforce needs to be done. Lack of information on the barriers faced by these groups in pursuing engineering careers and potential actions to address these challenges remain subject of further study. data gaps, a combination of surveys, interviews, industry reports and collaboration with professional organisations, industry, academia and policy makers within the European Engineering Skills Council - as an ongoing monitoring mechanism - must be continued and employed to ensure relevant information continues to be gathered for a future robust skills strategy for European engineers. 3) Regional Disparities: Focus on understanding of regional variations in skill demands and shortages across European countries will remain a challenge. There is still lack of data on specific regional challenges and opportunities that could influence skill requirements. 4) Life Skills and Interdisciplinary Competencies: There is a need to conduct even more research on the importance of soft skills and interdisciplinary competencies in different engineering roles. There is still limited data on the correlation between soft skills and project success, innovation and adaptability in the engineering profession. 2) Future Skill Requirements: This document reflects the first attempts of the Skills Council to collect and interpret data and formulate strategic action points. Maybe there is a limited foresight into the evolving demands of industries, especially regarding technological advancements and the emergence of new engineering disciplines. Nevertheless, future efforts will need to be focused on collecting data about the anticipated skill requirements for engineers in the context of green and digital transitions, sustainability goals and other megatrends compiling them with the EU guidelines and frameworks, such as GreenComp, LifeComp, DigComp and EntreComp. 6) Continuous Professional Development (CPD) Needs: Future research needs to be expanded to get more insights into the specific areas where CPD is most needed among engineers. Although there is awareness of several good practices, there is a lack of evidence on the effectiveness of existing CPD programmes and engineers’ preferences for CPD. 2. Suggestions for Future Consideration

38Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 8) Entrepreneurial Skills and Innovation: Enhance our understanding of the entrepreneurial skills needed by engineers to drive innovation and contribute to the growth of startups. Inadequate data on the success rates of engineering entrepreneurs and the impact of entrepreneurial training programmes. 7) Collaboration Between Industry and Education: Lack of data on the extent and effectiveness of collaboration between engineering education institutions and industry partners and the VET world. Insufficient information is available on successful models of industry-academia partnerships that contribute to skill development. 10) Evaluation of Existing Educational Programmes: There is an awareness that to some extent existing skills are not aligned between academia and the labour market. But there are still limited data on the effectiveness of existing engineering education programmes in meeting industry demands and insufficient information on the alignment between educational curricula and the skills needed in the job market. 9) Impact of Global Trends: Although we recognize the global trends (such as climate change, digitalization and geopolitical shifts) and the common belief that engineering will play a serious role in these, we have a lack of comprehensive data on the impact of these trends, on engineering skill requirements and insufficient information on the adaptability of the engineering workforce to navigate these global challenges. Following on from the considerations presented and the opportunities described above, a methodology is proposed above for the Engineering Skills Council to prioritise and subsequently recommend educational/training curricula reviews that can also facilitate better resource allocation for CPD offerings. The methodology continues to build on the approach to engage with relevant stakeholders and cross-reference with secondary (literature) research to identify skills gaps (Stage 1). The gap analysis must be cognisant not just about missing competencies; it must be about shortage of numbers too. Then by engaging with professionalengineering Organisations (ENGINEERS EUROPE, SEFI, ECEC, ENAEE, etc.) and Faculties of Engineering, a subsequent focus on HEI/VET is possible and could be geographically assigned. Finally, in Stage 3, the focus acquired in Stage 2 will facilitate recommendations in terms of (potential) educational (First Cycle Degree/Second Cycle Degree) amendments, to better align with professional (industry) needs (demands). In Stage 2, the Engineering Skills Council will prioritize the identified skills gap (acquired in Stage 1) in terms of indust ry sector/demographic imperatives, required (priority) skills and HEI/VET capabilities. This prioritisation allows a sector/ discipline specific emphasis to be achieved. 3. Proposed Methodology : Fig. 14:Methodological approach to better align educational opportunities with professional demands for engineers.

39 Mindful of inherent inertia within HEIs, micro-credentials can bridge gaps within curricular review cycles (primarily through VETs, but with participation by HEIs where relevant). Finally, the focused prioritisation by the Skills Council will facilitate CPD design that optimises resources with necessary skills, thus closing the circle between education, training and life- long learning. Now that this Council as a platform, or Observatory, has been established, it is intended that it will be updated and maintained by ENGINEERS EUROPE. It will develop pertinent documents and conduct further research to become a beacon for engineering. Future actions should be based on the provision of information about the engineering profession by and to all stakeholders. It can have academic, professional, social or regulatory components. Future data could include issues like CPD, provision of engineers, remuneration of engineers, qualification frameworks (professional and academic), current trends in engineering development, international agreements, events relevant to the engineering profession, mobility schemes/tools, predicted future employment scenarios, etc. In terms of membership of the Council, there are a significan t number of stakeholders involved in the education, employment, development and professional aspects of engineering education and engineers. These include universities, national engineering academic and professional bodies, VET providers, online engineering course providers, military industry companies, construction companies, manufacturing industries, transport and communication companies, mining and agricultural sector companies, research companies, public organizations, DGs of the European Commission, UNESCO, European engineering alliances, etc. Also, some international bodies have already addressed the question of integrating non-European engineers, such as outlined in the Graduate Attributes and Professional Competencies (GAPC) Framework. Regarding the future, this Observatory may help prioritizing actions like the sustainability response of engineers as prescribed by the UNESCO II Engineering Report (Engineering for Sustainable Development) . The Engineering Skills Council as an Observatory should continue to amass concrete data for and about engineers in the years to come. 64 65 4. Conclusions: 64 65 https://www.internationalengineeringalliance.org/about-us/gapc https://www.unesco.org/en/basic-sciences-engineering/report Fig.15 : WG FUTURE ENGINEERS TU Eindhoven, 8-9 April 2025 Fig. 16 : Finalization of the E4E Engineering Skills Strategy, Paris 15 April 2025, Société d’Encouragement pour l’Industrie National

40Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Consistent with the research conducted by the E4E consortium partners and their literature reviews, the following important conclusions can be drawn: 4) Competency-based learning and the assessment of learning outcomes are crucial for engineers, encompassing knowledge, skills, and broader competencies. It is worth 2) Also, the job market is evolving and calls for adaptability, with newly created roles and transformed existing occupations. It is necessary to be prepared for the fact that changes in our environment are inevitable and will occur quickly, which will be reflected in the professional activity of engineers. We should be aware that changes will be caused by technological development, but also by social needs such as the expectation of greater comfort, but on the other hand also unforeseen needs caused by global crises. This evolution is reshaping the expectations and responsibilities of engineers, who are now seen - not only as technical experts - but also as innovators and leaders capable of addressing complex social and environmental issues. 3) The engineering profession is on the verge of an important transformation in the future and a clear, compelling positioning statement is needed to communicate its significance to the public. Engaging the younger generation in engineering will require active participation from engineers themselves. 1) The demand for engineers in Europe is robust, with a particular emphasis on emerging fields and sustainability. While challenges exist, the profession is evolving, offering numerous opportunities for those ready to embrace the transformative journey ahead. The role of engineers is not only in meeting current demands but in shaping a sustainable and innovative future for the continent. Europe’s emphasis on sustainability and digitalisation continues to create employment opportunities. Investments in renewable energy and low- emission infrastructure projects are also driving demand for physical and manual labour in construction and related fields. paying attention to the ranking of the main competences required based on the results of our E4E Surveys. Success in engineering education will require collaborative, joined- up efforts by all stakeholders. 5) An increasingly widely articulated expectation regarding professional skills is inter- or multidisciplinarity, with the importance of the interplay between technology and other disciplines such as social sciences and economics being emphasized. An interdisciplinary approach allows for a better understanding of social trends as well as new and changing technologies, e.g. the use of AI in broadly understood engineering. Additionally, working or studying in multidisciplinary teams is suggested as a method to broaden engineering students’ viewpoints. Open- mindedness and thinking outside of the box are beneficial for the engineering curriculum, as well as a holistic approach to projects. 6) Our research suggests that there is a shift in the perception of entrepreneurship, moving from a purely soft skill to a more integrated and accepted competence, often linked with business acumen. This evolution reflects a greater understanding of the value of entrepreneurial thinking and skills for engineers in a changing world. Structured CPD programs can address multiple disciplines to prepare engineers for hybrid roles that combine technical and managerial expertise, leading to the development of managerial capabilities (meeting the growing demand for leadership within technical industries) with capabilities in artificial intelligence and sustainability. Entrepreneurship education, particularly using hands-on learning projects will increase engineering students’ mindsets and their intentions. Integrating real-world assignments like internships at startups or established firms also help cultivate a robust entrepreneurial mindset. 7) Partnerships between industry and educational institutions, coupled with increased R&D investment in emerging technologies, offer effective solutions to address digital, green, resilience, and entrepreneurship skill shortages in engineering. Scholarships, mentorship programs and diversity/inclusion training are key tools for attracting 7. CONCLUSIONS OF THE E4E RESEARCH

41 9) The future engineer will require a combination of the following qualities : • Advanced Technical Proficiency : AI and machine learning, robotics and automation, Internet of Things, data science and big data analytics, cybersecurity, encryption and data protection, secure coding practices, sustainability and green engineering. • Interdisciplinary Knowledge: be comfortable working with experts from diverse fields, including computer science, biotechnology and environmental science. • Soft Skills and Emotional Intelligence: engineers still rely on technical skills, but soft skills have increasingly become valued assets in engineering roles, such as communication, problem-solving, criticalthinking, leadership and teamwork, adaptability and learning agility, ethical design and development, regulatory compliance. • Project Management and Business Acumen including time and resource management, business strategy and decision- making). underrepresented groups to engineering. Moreover, the diverse and inclusive environment benefits everyone and could potentially address part of the labour shortage. 8) Addressing the demand for continuous professional development is pivotal for equipping engineers with the skills needed to navigate the evolving landscape of the engineering profession. From technological transitions to sustainability integration, a holistic and proactive approach to LLL is essential for the sustained excellence of engineers. Despite its strategic importance, VET often suffers from a perception problem in many EU countries, where it is viewed as a second-class option compared to academic pathways. If the EU wants to meet future skills needs - particularly in technical professions such as engineering - VET must become a more visible, flexible and aspirational part of the LLL ecosystem. To address Europe’s engineering skills gap, VET systems must not only serve as effective training platforms but also as aspirational, future-facing engines of professional development. By improving their image, ensuring cross-border recognition, integrating green and digital competencies and supporting LLL, the VET ecosystem can become a powerful tool for attracting talent into engineering. Forward-thinking policy interventions, sustained funding and deep industry collaboration are essential to unlocking this potential. Fig.17 : Dissemination Event by AECEF, Prague 11 April 2025

42Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 4) Organizing industry conferences and seminars to stay updated on the latest trends and advancements in engineering. Creating and moderating discussion forums on the needs in the scope of current and future engineering competences. Based on two rounds of Primary and three rounds of Secondary Research, the following recommendations per stakeholder group can be formulated: 6) Play a role in the transnational mobility of engineers by assessing their knowledge, skills and competencies and thus determine who can be considered a qualified enginee r. 5) Provision and recognition of new forms of education, such as micro-credentials. New learning paths need to be flexible, properly delivered and quality assured. 1) Professional Engineering Organisations can foster an entrepreneurial mindset among engineers by advocating interdisciplinary collaboration, offering entrepreneurship training, workshops and seminars .66 2) Communication about the profession and motivating children from a young age are effective strategies. It is also important to ensure training and inclusion programs tailored to engineers with long careers. 3) Promoting LLL, continuous improvement of professional competences under the conditions of changing needs, promote upskilling and reskilling, by organizing and coordinating specialized (tailor-made) trainings for engineers from various industries, including certified trainings. 1) To address the persistent shortage of engineers, Europe must take further steps to promote STEM education among young people. Continuous popularization of the engineering profession and STEM education in society, including at the early stages of education. Awareness campaigns showing the importance and opportunities within the engineering profession. 2) Diversity and inclusion policies, along with problem-based learning opportunities, foster ethical decision-making skills and broader talent representation. 7) An undervalued issue relates to engineers and their encouragement to exercise political influence and engage in exercising political power, especially when it relates to law- making and regulations affecting their profession (engineers know their profession best, not other professionals), but also the society at large. Political decision- making should in some societal domains be based on the technical expertise, advice and recommendations of engineers. A liaison group at EU-level, consisting of experienced engineers from various disciplines, could facilitate and improve political decision-making processes. 8) Disseminate the results of European funded projects addressing shortcoming and deficiencies of the application of the Lisbon Recognition Convention (LRC), such as the Spotlight on the Recognition project self-assessment tool, LIREQA’s practical recommendations , Focus on Automatic Institutional Recognition (FAIR) report and the ENIC-NARIC online training platform from the Streamlining Institutional Recognition: a Training Platform for Admissions Officers (STREAM) project. Expand the application of the LRC, addressing the governments of countries where the implementation is incomplete. 67 68 69 70 1. Professional Organizations : 2. Policy Makers : 66 A useful starting point for this strategy has been the Education and Innovation Practice Community (EIPC), a joint effort of the OECD and European Commission to build a platform of education policymakers and practitioners across the OECD and EU to advance the understanding of the competencies that help trigger and shape innovation for the digital and green transitions, as well as “deep-tech” innovation, and the mechanisms through which higher education can contribute to developing these competences, https://education.ec.europa.eu/event/education-and-innovation-practice-community- webinar-on-digital-and-green-competenci 67 https://www.eua.eu/publications/reports/improved-recognition.html 68 https://www.enqa.eu/news/lireqa-publishes-recommendations-on-integrating-academic-recognition-and-qaulity%20assurance 69 https://www.nuffic.nl/sites/default/files/2020-08/fair-experimentation-protocol.pdf 70 https://www.enic-naric.net/page-stream 8. WAYS TO PURSUE FOR THE STAKEHOLDERS

43 5) An important aspect to ensure an easy and encouraging process for engineering cross-border mobility would be a centralized platform like the one of Erasmus+, where EU- employers can attract non-European engineers and vice versa. This could be a further development of the recently developed EU Talent Pool.71 3) To fulfil its mission and to respond adequately, sustainable funding for higher education, enhancement and adjustment of existing policies and instruments, and the development of new ones are needed. This includes new modalities of education provision, such as micro- credentials, the enhanced use of joint programs, and support for the entrepreneurial and innovation capacities of higher education institutions. Many VET institutions lack modern labs, digital infrastructure, or faculty development budgets. To remain relevant, they need funding akin to that of universities. 4) Increase the number of international students : attracting more international students to European HEIs can help mitigate skill shortages, for instance by policies focusing on simplifying visa processes, providing more scholarships and mentoring programs to ease settling into the respective national labour markets and culture. 6) Create a European platform for engineering-specific micro- credentials that are stackable, industry-recognized, and linked to the EQF. VET providers should be funded to co-develop these in partnership with chambers of engineers and trade unions. 7) An AI competence framework in initial education and training is vital for adequately preparing new learners for the future AI-driven job market and should also be a core priority in adult learning and continuing vocational training. 8) Systemic support for engineering fields of study, e.g. through projects for HEIs in cooperation (consortium) with industry, encouraging to undertake studies in engineering fields, counteracting the phenomenon of drop out - 71 https://home-affairs.ec.europa.eu/networks/european-migration- network-emn/emn-asylum-and-migration-glossary/glossary/eu-talent-pool_ en Fig. 18: E4E at the EU Parliament Brussels, 10 April 2025 at the invitation of the Consiglio Nazionale dei Periti Industriale (CPNI) with MEP Mr Pietro FIOCCHI and Mr Martin LE VRANG, Head of Unit, DG EMPL. Fig. 19 : EuroTeQ Presidential Strategy Forum, TU Munich, 22 November 2023, Mrs Antoaneta ANGELOVA-KRASTEVA, EU Commission’s Director on Innovation, Digital Education and International Cooperation, with ENGINEERS EUROPE Secretary General (Photo @ Andreas Heddergott / TUM)

44Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them abandoning studies before obtaining a diploma, supporting the development of dual studies. 9) Raise awareness and improving knowledge about Green Skills must be a priority. This can be achieved through targeted educational campaigns, industry-led seminars, but also by government-supported initiatives. 3) There is a need for more practical and hands-on activities in training curricula to bridge the gap between theoretical knowledge and real-world application. Micro-credentials, post-graduate programmes and education initiatives should 2) Search for the opportunities to introduce the new pedagogical frameworks such as Education 4.0, which integrates digital tools and active learning strategies to enhance student engagement and learning outcomes, preferably in cooperation with industry. The teaching process should shape the competences of engineers and not only the content of the program. 72 1) repare engineers for the challenges of the 21st century, sustainability principles must be incorporated into formal engineering education and continuous professional development. Changes in education curricula and CPD programmes are essential to support the integration of Sustainable Development Goals (SDGs) into engineering practice. Make green and digital skills core elements of all VET curricula by 2030. 5) STEM mentorship programs can play a crucial role in increasing the number of students pursuing engineering careers. be designed to address skill shortages and equip engineers with the latest trends and developments. 8) Creation of university labs together with industry to ensure industry-grade equipment and tools to ensure realistic up-to-date training environments and constant update of labs resources. 6) Program courses that develop several entrepreneurial/ entrepreneurship competencies in engineering students, including marketing skills, learning skills and attitudes (to accept uncertainty), opportunity skills, strategic skills, financial and economic literacy and interpersonal skills. 7) Enter into partnerships with engineering companies to create lasting forms of practical education for students that can involve study visits, knowledge sharing through voluntary associations, or spending time at different employers or in associations. Such initiatives are particularly relevant for skill sets that draw expertise from multiple sectors. 4) Training programs should also be diversified to meet various professional needs. While university degrees provide in-depth theoretical knowledge, practical vocational training and apprenticeships ensure hands-on experience, which is crucial for successful implementation. 3. HEIs and Education Providers : 72 https://www3.weforum.org/docs/WEF_Defining_Education_4.0_2023.pdf Fig. 20 : EuroTeQ General Assembly Meeting, TU Munich, 22 November 2023

45 11) Develop student and teacher exchanges to foster cooperative networks and facilitate the sharing of best practices across Europe. 2) Implementation of collaborative projects with HEIs and VET providers, concerning practical education of engineers as well as innovative R&D projects, involving students. Establish graduate schemes and apprenticeships to attract and nurture young professionals 10) Promote cooperation with foreign institutions for the purpose of cultural integration of students and faculties to facilitate work in an international and intercultural environment. 1) Practical experience through internships and apprenticeships is a recognized need for engineering students. Focusing on projects and real work-related situations, along with applicable regulations and technical standards, is suggested to gain more hands-on experience. Universities and the industry must collaborate on tailored curricula to meet market demands, with businesses taking a lead role in reskilling and upskilling efforts. 3) Continuous improvement of the system of professional internships, e.g. by establishing mentorship programs 12) Enforce consistent implementation of EQF-aligned qualifications and modular learning units that allow engineers-in-training to move freely across EU member states while accumulating credits. Recruitment challenges are reshaping the engineering profession, with a demand for specialised talent far outpacing supply and across multiple disciplines. Global competition, demographic shifts, and rapid technological change have amplified these issues, forcing companies to rethink how they attract, develop, and retain their workforce. Engineering-led companies must adopt multi- pronged strategies, such as : 9) Systemic approach to training (increasing competences) of teachers in the field of new technologies as well as in the field of didactic methods adapted to the perception and expectations of contemporary students. Supporting teachers in gaining experience in industry and business (or acquiring such teachers from the industrial environment). where experienced industry professionals support students and new graduates. guide and 9) Encourage career changers to enter engineering through fast-track training programs and industry-funded apprenticeships. 5) Develop in-house training programs to close skills gaps in high- demand areas such as renewable energy and digitalization. 4) Organise competitions for students for solutions/concepts needed by the company to engage students in professional skill development, with funding scholarships for the most talented students of the selected engineering branch. By embedding CPD into their recruitment and retention strategies, engineering companies can create sustainable solutions to skills shortages. Equipping professionals with the competencies needed to navigate complex projects, ensures not only corporate success but also the long-term resilience of the industry. E8) xpand recruitment pipelines to include underrepresented groups, leveraging CPD to support their integration and growth within the sector. Increase female participation in STEM careers with targeted outreach programs, mentoring initiatives and structural workplace changes, such as family-friendly policies and equal pay measures. While there is a high demand for engineers in energy, electrical and digital fields, the supply of skilled professionals is not ke eping pace with industry needs. The shortage of skilled workers, coupled with declining student enrollment in engineering disciplines, underscores the importance of up- skilling, lifelong learning and international recruitment efforts. To sustain Europe’s engineering excellence, policymakers and industry 6) Encourage, incentivise and promote employees to enter upskilling, reskilling and knowledge updating programs, in cooperation with HEIs and VETs. Given the pace of technological change, mid-career engineers require rapid, accessible ways to upskill. Micro-credentialing - a system of short, verified learning units - can complement full qualifications and enable continuous learning. 7) Keep employees in the workforce beyond retirement which can include flexible retirement models, part-time employment options and targeted training programs to help experienced professionals stay updated to ever-faster technological advancements 4. Industry:

46Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them leaders must take proactive measures. Strengthening STEM education, easing immigration pathways for skilled workers and investing in reskilling initiatives will be crucial in ensuring that the engineering workforce remains competitive. Looking ahead, the engineering sector’s success will depend on its ability to embed a culture of continuous learning while staying aligned with broader economic and environmental goals. By doing so, Europe’s engineers can not only rise to the challenges of today but also shape a future defined by sustainable growth, technological excellence and global leadership. To address the skills mismatch, it is crucial for engineering professionals, educational institutions and industry stakeholders to collaborate and adapt to changing skill demands by updating curriculums, creating and disseminating courses, expanding engineering networks and engaging policymakers. The European Engineering Skills Council exactly aims at this joint work, with a large representation of all stakeholders, because identification of current requested skills and future upgraded skills are extremely important, especially in the context of curriculum modernization. Cyclic verification of expected hard and soft skills for specific industries is also desirable.

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54Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 137) OECD Skills for the Digital Transition: Assessing Recent Trends Using Big Data, OECD Publishing, Paris, 2022 https:// doi.org/10.1787/38c36777-en 140) ARISA, AI Skills Strategy for Europe , 2024, https:// aiskills.eu/wp-content/uploads/ 2024/01 /AI-Skills-Strategy- for-Europe.pdf 141) ARISA, AI Skills Need Analyses, 2023; https://aiskills. eu/wp-content/uploads/ 2023/06/ARISA_AI-Skills-Needs- Analysis_V1.pdf 139) EESC : Generative AI and foundation models in the EU: Uptake, opportunities, challenges, and a way forward, Study EESC, 2025 https://www.eesc.europa.eu/sites/default/ files/2025-03/QE-01-25-014-EN-N_0.pdf 142) Huang, J. Digital Engineering Transformation with Trustworthy AI towards Industry 4.0: Emerging Paradigm Shifts, Jingwi Huang, Transactions of the SDPS, Journal of Integrated Design and Process Science, 2022 https:// 134) European Commission : Digital Education Action Plan 2021-2027 Resetting education and training for the digital age, COM(2020) 624 final https://education.ec.europa.eu/ focus-topics/digital- education/action-plan 133) European Commission : 2030 Digital Compass: The European Way forward for the Digital Decade , COM(2021)118 final https://commission.europa.eu/ document/ download/ 9fc32029-7af3-4ea2-8b7a- 4cd283e8e89e_en?filename=cellar_12e835e2-81af-11eb- 9ac9-01aa75ed71a1.0001.02_DOC_1.pdf&prefLang=de 138) EESC : Affordable sustainable Housing in the EU, Study EESC, 2024 https://www.eesc.europa.eu/en/our- work/publications-other-work/publications/ affordable- sustainable-housing-eu 135) CEDEFOB : AI skills survey Skills empower workers in the AI revolution first findings from. Publication Office of the European Union. Policy brief. DOI: 10.2801/6372704. CEDEFOP, 2025 https://www.cedefop.europa.eu/en/ publications/9201 136) OECD : Recommendation of the Council on Artificial Intelligence, OECD Legal Instruments, OECD, 2024 https://legalinstruments. oecd.org/en/instruments/%20OECD-LEGAL-0449 145) Cocu, A., Technology-Enabled Learning for Green and Sustainable Entrepreneurship” Education Administrative Sciences, 2025, doi: 10.3390/admsci15020045 content.iospress.com/articles/journal-of-integrated-design- and-process-science/jid229010 150) Barr, M., Morrison, A., Andrei, O., & Nabi, S. W. (2024). The Development of Students’ Professional Competencies on a Work-Based Software Engineering Program. SIGCSE 2024: The 55th ACM Technical Symposium on Computer Science Education, (pp. 81-87). doi:10.1145/3626252.3630944 143) Galicia, A. Complex thinking as a component in entrepreneurship education and engineering classes: an empirical study, Journal of International Education in Business, 2025, doi: 10.1108/JIEB-08-2024-0101 146) Ganefri. A, Cultivating digital entrepreneurs: Unravelling factors shaping digital entrepreneurship intention among engineering students in higher education, International Journal of Management Education, 2025, doi 10.1016/j. ijme.2024.101100 149) Aranda-Jimenez, J.R., De-Pablos-Heredero, C., Campos- Garcia, I., San-Martin, J., & Cosculluela-Martinez, C. (2024). Digitalization and industry 4.0: An analysis of professional skills and behaviors. Journal of Industrial Engineering and Management, 17(1), 235-260. https://doi.org/10.3926/ jiem.7091 148) Abina, A.; Temeljotov Salaj, A.; Cestnik, B.; Karalic, A.; Ogrinc, M.; Kovacic Lukman, R.; Zidanšek, A. (2024). Challenging 21st-Century Competencies for STEM Students: Companies’ Vision i Slovenia and Norway in the Light of Global Initiatives for Competencies Development. Sustainability 2024, 16, 1295. https://doi.org/10.3390/ su16031295 147) Suto, Y., Developing future engineering leaders: Evaluating a novel entrepreneurship education course, International Journal of Management Education, 2025, doi : 10.1016/j.ijme.2024.101084 144) Arias, M and Flad, M Exploring the Factors Influencing Entrepreneurial Intentions of Engineering Students: A Comparative Study, International Journal of Engineering Pedagogy, 2025, doi: 10.3991/ijep.v15i1.48543

55 160) McKinsey C Company. (2023). State of Organisations report: Global workforce trends. McKinsey Insights. 153) UNESCO-UNEVOC. Glossary. Retrieved 2025, from https://unevoc.unesco.org/home /TVETipedia+Glossary/ lang=en/show=term/term=Transferable+ skill#start 154) UNESCO: Changing the Equation – Securing STEM futures for women https://unesdoc.unesco.org/ark:/48223/ pf0000391384 159) LinkedIn’s 2023 Learning Trends Survey (LinkedIn, 2023) 152) Salaj, A. T., Torp, O., & Andalib, E. (2024). Competencies for smart city challenges. IFAC-PapersOnLine. 58 (3), pp. 298- 303. Elsevier Ltd. doi:10.1016/j.ifacol.2024.07.167 161) Chartered Institute of Personnel and Development. (2023). Learning and Development Survey. CIPD, London. 151) Mavridou, T. & Nanos, N. (2023). An investigation of teaching engineering practice in higher education. International Journal on Engineering, Science, and Technology (IJonEST), 5(3), 240-254. https://doi. org/10.46328/ijonest.172 155) ENQA : Integrating Entrepreneurship and Work Experience in Higher Education https://www.enqa. eu/projects/integrating-entrepreneurship-and-work- experience-into-higher-education-wexhe 158) Digital Twin Insider. (2024). The performance of digital twins across industry. https://digitaltwininsider.com/ 156) EUA Position A Research, Education and Innovation Partnership for Europe’s competitiveness, March 2025, https://www.eua.eu/publications/positions/a-research- education-and-innovation-partnership-for-europes- competitiveness.html 157) Van Heerden, A.; Jelodar, M.B.; Chawynski, G.; Ellison, S. (2023). A Study of the Soft Skills Possessed and Required in the Construction Sector. Buildings 2023, 13, 522. https:// doi.org/10.3390/buildings13020522

56Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them

57 ANNEX 1: BEST PRACTICE EXAMPLES

58Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 1. Challenge-based Learning in an Interdisciplinary Environment (EU) Nature of Institu- tion /Initiative: Country Region Name of Institu- tion/ Initiative: URL: Focus Area of Skills Acquisition: Contextual Snapshot: Relevance Area: of the Focus European countries Cross-border EuroTeq Engineering University https://euroteq.eurotech-universities.eu intercultural and multilingual competences, an en- trepreneurial mindset, leadership, sustainability, active engagement within local eco-systems; inter- action with different societal actors etc. Alliance of 6 technical Universities and around 50 associate partners / engineering stakeholders Countryand/or Region - Map Collider: As a key initiative of the EuroTeQ Engineering University, the EuroTeQ Collider offers stu- dents the opportunity to work alongside industry partners on specific challenges and acquire new competencies. This innovative, challenge-based learning experience invites participants to work in an international and interdisciplinary environment and contribute in developing solutions to real-life challenges. Internationalization in the Skills Acquisition Process: EuroTeQ course catalogue https://euroteq.eurotech-universities.eu/initiatives/building-a-european- campus/course-catalogue/ Examples of Effective Practice in Skills Acquisition: Shared value creation and a common understanding of technology is a relevant factor for societal cohesion in regions, nations and across Europe and extremely important for the provision of excellent re- sponsible engineering services. The funding of the project has been prolonged till 2027 which allows for further development/broadening of the initiatives. Current Status of the Focus Area: Brief Description of the Institution/Initiative: The EuroTeQ Engineering University brought together six leading universities of science and technol- ogy in Europe (Munich, Prague, Eindhoven, Tallin, Paris and Copenhagen), situated in innovation eco- systems and with great collaboration experience, with the aim to introduce a paradigm shift in the engineering education of the future, aspiring to responsible value co-creation in technology. Table of Services/Programs provided focusing on the Acquisition of Specific Skills:

59 The Alliance itself enhances cross-border approaches and exchanges / Building of a European Cam- pus / EuroTeQ Collider etc. Partnership models: The partnership in the alliance is organized by the following structure: Presiden- tial Strategy Forum / Management Board / Secretariat / Students Council /Local and European Advi- sory Boards and numerous Working Groups.

60Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 2. Diversity and Equality in Engineering (EU) Country Region Name of Institu- tion/Initiative: URL: Focus Area of Skills Acquisition: Nature of Institu- tion/Initiative: Contextual Snapshot: Relevance Area: of the Focus European countries (France, Germany, Aus- tria, Slovenia, Spain) Cross-border YesWePlan! https://www.yesweplan.eu Measures to enhance equality and diversity in the profession Alliance of 5 professional organisations and Universities supported by different Euro- pean and International stakeholders Country and/orRegion - Map Diversity and equality in the profession needs to be strongly en- forced in the profession on different levels (education, professional representation, employment), therefore the understanding of this topic must be integral part of the understanding of engineers. Current Status of the Focus The project finished in 2022 and several of the measures and/or col- Area: lected best practice examples are currently in implementation. Brief Description of the Institution/Initiative: The EuroTeQ Engineering University brought together six leading universities of science and technol- ogy in Europe (Munich, Prague, Eindhoven, Tallin, Paris and Copenhagen), situated in innovation eco- systems and with great collaboration experience, with the aim to introduce a paradigm shift in the engineering education of the future, aspiring to responsible value co-creation in technology. Table of Services/Programs provided focusing on the Acquisition of Specific Skills: https://yesweplan.eu/intellectual-outputs/recommendations/ Examples of Effective Practice in Skills Acquisition: Raising awareness of the importance / benefits of diversity and equality approaches in engineering as a part of engineering skills acquisition still lacks the urgently needed best practice examples. Internationalization in the Skills Acquisition Process: The project itself enhances cross-border approaches and exchanges and the YesWePlan! career track- ing survey was based on answers from all over Europe. The YesWePlan! Recommendations were dis- cussed in several European Professional Organisations (ACE, ECCE, ECEC). Partnership Models: The project partnership mainly worked on the basis of a steering group supported by different internal and external stakeholders and experts. Impacts and Outcomes: Several best practice examples are transferred, showing also that awareness/knowledge of students and professionals must be combined with concrete educational, institutional, political measures. Nev- ertheless, raising awareness of the importance / benefits of diversity and equality approaches in en- gineering still lacks the urgently needed best practice examples in engineering skills acquisition pro- cesses.

61 3. Green Skills for the HVAC (Heating, Ventilation, Air Conditioning) Industry Country Region Name of Institu- tion/Initiative: URL: Focus Area of Skills Acquisition: Nature of Institu- tion/Initiative: Contextual Snapshot: Relevance of the Focus Area: European countries Cross-border REHVA https://www.rehva.eu/ NFP Umbrella Association Green Skills for the HVAC Industry The HVAC industry is undergoing a significant transition towards sus- tainability, emphasizing energy-efficient building design, renewable energy integration, and smart automation systems. With increasing regulatory requirements and market demand for greener technolo- gies, Green Skills have become essential for HVAC professionals. Current Status of the Focus A recent survey conducted by REHVA highlighted that while famili- Area: arity with Green Skills is moderate to high (66.66% of respondents rated their knowledge level at 4 or 5), there remain significant gaps in awareness and training. The industry is shifting towards digitaliza- tion and sustainability-driven competencies. Key Challenges: • • • • • • • • • Lack of awareness and knowledge Resistance to change in companies Lack of clear policies and incentives High cost of training Shortage of qualified trainers Employer-led training initiatives to enhance Green Skills. Development of standardized Green Skills certifications. EU cooperation for training tools and knowledge sharing. Integration of hands-on, real-world training experiences in educational programs. Government or Institutional Initiatives: Brief Description of the Institution/Initiative: REHVA represents over 120,000 HVAC professionals across 26 European countries. It aims to advance Green Skills in the sector through research, policy recommendations, and targeted training initiatives. REHVA conducted a survey to assess the industry's readiness for Green Skills adoption and identified key barriers and opportunities for upskilling.

62Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Table of Services/Programs provided focusing on the Acquisition of Specific Skills: Online Webinars Virtual training sessions on Green Skills and energy efficiency. Hands-on workshops for HVAC engineers and technicians. Standardized certifications for Green HVAC competencies. Collaboration with academic institutions to enhance Green Skills curricula. Networking events to discuss sustainability and technological advancements. Vocational Training Certification Programs University Partnerships Industry Seminars Examples of Effective Practice in Skills Acquisition: • • • • In-person workshops and vocational training were rated as the most effective learning formats. University degrees and certifications were also seen as valuable. Online learning and webinars provided accessible training options. Integration of AI-driven simulation tools for hands-on experience. Internationalization in the Skills Acquisition Process: • • REHVA collaborates with industry leaders, universities, and policymakers across Europe to pro- mote Green Skills. The initiative fosters EU-wide cooperation through standardized training modules and best prac- tice sharing among HVAC professionals. Partnership Models: • • • Collaboration with universities to integrate Green Skills in engineering curricula. Industry partnerships to co-develop training content and certification frameworks. Government and EU-backed initiatives to support funding and policy alignment. Impacts and Outcomes: • • • • Increased awareness and knowledge of Green Skills in the HVAC sector. Development of standardized Green Skills certifications for industry professionals. Greater employer investment in training and upskilling initiatives. Enhanced cooperation across European stakeholders to drive sustainability in HVAC practices.

63 4. Learning Pathway for professional competencies (BE) Country Region Name of Institu- tion/Initiative: URL: Focus Area of Skills Acquisition: Nature of Institu- tion/Initiative: Current Status of the Focus Area: Key Challenges: Contextual Snapshot: Relevance of the Focus Area: Higher Education Professional competencies Examples of Effective Practice in Skills Acquisition: Six different professional competencies are selected: 1. Team Dynamics Belgium Flanders KU Leuven, Faculty of Engineering Technology Learning Pathway for professional competencies https://iiw.kuleuven.be/english/coopera- tion/learning-pathway-professional-competen- cies/index.html Country and/or Region - Map Finding the right teaching staff to integrate the professional compe- tencies in the regular courses The faculty of Engineering Technology (KU Leuven) wants to reduce the skills gap experienced by professional engineers after gradua- tion. Implemented and running. Table of Services/Programs provided focusing on the Acquisition of Specific Skills: The learning pathway departs from challenges aimed at making the world a better place, which are addressed per stage. Through an integrated approach, the various professional competences receive meaning, across courses and learning activities. It focuses on six competences that are introduced step by step via seminars and applied in various projects. Brief Description of the Institution/Initiative: The engineering technology programme at KU Leuven trains versatile and resourceful engineers who provide concrete, context-oriented solutions to specific industrial or societal problems. In addition to basic technical knowledge and skills, professional competencies and personal development are essen- tial to work as an engineer in a rapidly evolving world. The industry has been indicating this need for quite some time.

64Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 2. 3. 4. 5. Team Dynamics refers to the dynamics within a team that benefit its functioning and promote the achievement of team goals. In a dynamic team there is leadership, and everyone under- stands their roles and tasks. Team members know both the short- and long-term goals of the team project and consult with each other regularly. Team members seek and give feedback to each other in a constructive and respectful manner, and conflicts are resolved promptly. Students learn about the different dynamics of multidisciplinary or international teams, where empathy for different perspectives or cultures is essential. All these elements of a dy- namic team are covered in the Team Dynamics pathway. Project Management Project Management deals with the creation of project plans with associated deadlines, risk analysis, adjustments, planning software, etc. Professional Communication In Professional Communication, the basic framework taught in stage 1 serves as the founda- tion for professional and effective communication tailored to the target group. Stage 2 builds on this by focusing on connective communication within the team and towards external tar- get groups, such as clients. Students are given several tools in stage 1 which they can later refer to for various applica- tions, such as writing and information processing skills and the use of the vade mecum. Be- sides training in effective, goal-oriented communication and the use of various registers and tools, students also learn to practically master some forms of communication, such as presen- tations (stage 1), visual communication (stage 2) and scientific reasoning (stage 3). Innovation and Creativity In stage 1, students gain knowledge of techniques to generate ideas based on an assignment, to find meaningful connections between these ideas and to focus on the most powerful op- tion. The creative aspect and originality of the project is still rather limited as the assignment is still very clearly defined. Students are mainly introduced to the terminology and stages of a design cycle. Stage 2 builds on the techniques of stage 1. The assignment provides more room for inter- pretation of the problem definition and selection of a solution to work on. Design Thinking provides structure in this more free-flowing course. Students learn the benefits of working with very rough and quickly assembled prototypes at an early stage. The techniques are lim- ited to the internal design process, within the team, within the company, although a mini- mum of consumer empathy is essential. By stage 3, students have a solid foundation in their field. This time the assignment involves more interaction with external parties. Consumer research and stakeholder analysis are nec- essary to arrive at a good solution. Rough prototypes are not enough; ideas should be pre- sented more carefully to gain credibility with outsiders. Entrepreneurship In stages 1 and 2, students acquire the theoretical knowledge necessary for an entrepreneur- ial engineer to understand financial statements, evaluate an investment proposal, calculate production costs and justify policy decisions. In stage 3, the focus shifts to applying this knowledge to an entrepreneurial project. Entrepreneurs look for business opportunities by monitoring social trends and technological developments. Students learn to brainstorm op- portunities and challenges for business. They learn to develop and elaborate ideas for differ- ent target groups, each with its own characteristics. The business model canvas is used as a

65 guide with principles of strategic management. Finally, it also focuses on the types of atti- tudes that help entrepreneurs succeed, such as initiative, courage (calculated risk), persever- ance, professional communication and problem solving. Ethics and Society Ethics and Society is about ethical conduct as an engineer to sustainable design and develop- ment. These topics are offered in separate courses (OPOs). 6. All these professional competencies are first introduced during seminars/courses and afterwards there are dedicated activities to give the students opportunities to train these competencies and get feedback. For more information, see https://iiw.kuleuven.be/english/cooperation/learning- pathway- professional-competencies/index.html. Internationalization in the Skills Acquisition Process: This model has yet been presented at several conferences and publications in English and Dutch are available. For example: Langie, G., Craps, S. (2020). Professional competencies in engineering education: the PREFERed-way. InfTars - Information Society, XX (2), Art.No. 10, 142-153. doi: 10.22503/inftars.XX.2020.2.10 Partnership Models: Several other universities in Europe are also aware of the importance of professional competencies and to integrate them in regular technical courses to make students aware of their value. In June 2024, for example, there was the 3-day symposium at UCL (London) about Integrated Engineering Education. People from all over the world participated and collected ideas to improve engineering education. Impacts and Outcomes: The integration of professional competencies in the engineering curriculum is important and has im- pact. Many scientific articles have described the results, but also the challenges associated with this integration. A selection: • • • • • • Beagon, U., & Bowe, B. (2023). Understanding professional skills in engineering education: A phenom- enographic study of faculty conceptions. Journal of Engineering Education, 112(4), 1109-1144. https://doi.org/10.1002/jee.20556 Beagon, Ú., Niall, D., & Ní Fhloinn, E. (2018). Problem-based learning: student perceptions of its value in developing professional skills for engineering practice. European Journal of Engineering Education, 44(6), 850–865. https://doi-org.kuleuven.e-bronnen.be/10.1080/03043797.2018.1536114 Kristina Edström & Anette Kolmos (2014) PBL and CDIO: complementary models for engineering edu- cation development, European Journal of Engineering Education, 39:5, 539-555, DOI: 10.1080/03043797.2014.895703 Naukkarinen & Susanna Bairoh (2021): Gender differences in professional identities and development of engineering skills among early career engineers in Finland, European Journal of Engineering Educa- tion, DOI: 10.1080/03043797.2021.1929851 Mitchell, J. E., & Rogers, L. (2019). Staff perceptions of implementing project-based learning in engi- neering education. European Journal of Engineering Education, 45(3), 349–362. https://doi-org.ku- leuven.e-bronnen.be/10.1080/03043797.2019.1641471 Mitchell, J. E., Nyamapfene, A., Roach, K., & Tilley, E. (2019). Faculty wide curriculum reform: the inte- grated engineering programme. European Journal of Engineering Education, 46(1), 48–66. https://doi- org.kuleuven.e-bronnen.be/10.1080/03043797.2019.1593324

66Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 5. CirQuality OWL Plus (DE) Nature of Institu- tion/Initiative: Country Region Name of Institu- tion/Initiative: URL: Focus Area of Skills Acquisition: Government or Institutional Initiatives: Contextual Snapshot: Relevance of the Focus Area: Current Status of the Focus Area: Germany North-Rhine-Westphalia CirQuality OWL plus https://www.cirqualityowl.de/ Qualification of future technical ex- perts and managers for Circular Econ- omy (Green Skills, Holistic Approaches) Industry innovation networks, business associations, local authorities, research institutions, Higher Education Institu- tions German Federal State of North- Rhine-Westphalia The global trend towards sustainability is leading to a growing need to further develop from a linear into a circular economy. Technical solutions are essential here, so the change of skills- and mindset of engineers is pivotal. Stakeholders are working across sectors to identify challenges, de- velop concepts and test processes in order to jointly create circular solutions. Institutional initiative to support the development of circular solu- tions on a local and regional level Brief Description of the Institution/Initiative: The aim of CirQuality OWL plus is to accelerate the transition to an economic system that maximizes the use of resources, minimizes waste, and promotes the reuse of materials and raw materials. Table of Services/Programs provided focusing on the Acquisition of Specific Skills: In the field of qualification of future specialists and managers for the circular economy, CE courses are to be developed for students at Bielefeld University of Applied Sciences and integrated into curricula. A platform will be set up to make training and further education in the various regions of Germany more accessible. Innovation potential will also be tapped into through corporate learning partner- ships. Examples of Effective Practice in Skills Acquisition: The initiative started 01 January 2024 and has since organised and implemented a wide variety of formats and activities from a wide range of technical fields to support skills acquisition.

67 These activities are e. g. : § § § § § workshop on the role of norms and standards to achieve circularity (with VDI in Jan 2025), expert exchange on the role of sustainability in the health sector (with experts from the health management sector, Nov 2024), “Makerthon” with students to support competence development (with VDI in Oct 2024), workshop on circularity in the building sector (Aug 2024) or networking events for companies and resource efficiency and recycling in the field of plastics (with VDI, Sep 2024). Aim of each activity is to support decision-makers and managers, entrepreneurs, engineers and tech- nical personal on the local and regional level in the further development of their knowledge and skills in the field of circular economy. Internationalization in the Skills Acquisition Process: This is a national initiative that does not include any international activities. However, the HEIs that are part of the program will spread knowledge and experience via their international networks in re- search and teaching. Partnership Models: With CirQuality OWL plus, 11 partner organisations from East Westphalia-Lippe have joined forces to tackle current practical issues. Industry innovation networks, business associations, local authorities and research institutions have come together to form a partner network that works cooperatively, collaboratively and across sectors. Impacts and Outcomes: CirQuality OWL plus is creating a broad alliance of experts, drivers and practitioners and gives them the opportunity to work on specific challenges in the transformation to a circular economy. The focus here is on knowledge transfer and testing practical concepts. The main questions that are being answered, are: § § § What concepts alreadyexist for this challenge and how can they be tested in your organisa- tion? (Best-Practice Transfer) Where do you alreadyhave experience that can be transferred to another area or sector? What solutions do youknow, and would you like to transfer them to your area?

68Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 6. Community of Practice: Transformative Skills for Sustainability (DE) URL: Key Challenges: Country Region Name of Institu- tion/Initiative: Focus Area of Skills Acquisition: Nature of Institu- tion/Initiative: Government or Institutional Initiatives: Current Status of the Focus Area: Contextual Snapshot: Relevance Area: of the Focus Civil Society Institutions, Foundations, Compa- nies, Higher Education Institutions Germany Germany Stifterverband: Transformative Skills für Na- chhaltigkeit (Transformative Skills for Sustaina- bility) https://www.stifterverband.org/transforma- tive-skills-fuer-nachhaltigkeit Green skills, sustainability, interdisciplinarity Country and/or Region - Map Before the background of sustainability as a (international) mega- trend, the ability to develop sustainable solutions is becoming a con- ditio sine qua non for scientists in general and engineers in specific. Competences of students/graduates in the field of sustainability and interdisciplinarity are still on a low level and must be further devel- oped. The transfer of feedback from companies into the engineering cur- ricula concerning the required mind- and skillsets of current/future scientist and practitioners is to slow. Federal and state governments, engineering associations, employer federations, and foundations have over the past years started sev- eral initiatives to facilitate the flexibilization of curricula and support the adoption by students/young professionals of green skills and a sustainability mindset. Brief Description of the Institution/Initiative: The initiative aims at creating a „community of practice“ of 20 HEIs. Its goal is to drive the facilitation of transformative skills for sustainability in study programs to ensure the incorporation of these „fu- ture skills“ into the curricula. Table of Services/Programs provided focusing on the Acquisition of Specific Skills: All German universities were invited to participate in this network initiative. It works "challenge- based", i.e. HEIs identify challenges in the development and implementation of their teaching- learning concepts for sustainability competences and develop solutions. The spectrum is deliberately open. In concrete terms, the network initiative supports the selected HEIs in designing new teaching modules or further developing existing ones that are dedicated to teaching sustainability skills, with the aim that they are integrated into the curricula.

69 Examples of Effective Practice in Skills Acquisition: The kick-off for the initiative was 26 June 2023, so it is in a very early phase. Four curriculum workshops are at the centre of the work. In exchange with and supported by the know-how of sustainability ex- perts, the universities work on individual solutions. The workshops are user-cantered and oriented towards the needs of the stakeholders involved and work collaboratively on solutions. The university network that comes together in the curriculum workshops can also consult with each other in this framework on a peer-to-peer level. Internationalization in the Skills Acquisition Process: This is a national initiative that does not include any international activities. However, the HEIs that are part of the program will spread knowledge and experience via their international networks in re- search and teaching. Partnership Models: The basis of the initiative is a “community of practice” between Stifterverband and 20 German univer- sities. Impacts and Outcomes: The planned outcomes are study programs that have competences for sustainability embedded in them. Thus, the competence development will have an impact on as many students as possible from awide range of subjects.

70Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 7. Rethinking Engineering Education in Ireland: REEdi (EI) Key Challenges: Nature of Institution/Ini- tiative: Country Region Name of Institution/Initi- ative: URL: Focus Area of Skills Acqui- sition: Government or Institutional Initiatives: Current Status of the Focus Area: Contextual Snapshot: Relevance Area: of the Focus Ireland Province of Munster REEdI - Rethinking Engineering Ed- ucation in Ireland https://reedi.ie/ The Higher Education Authority (HEA) in Ireland also provides con- textual information here. Digital Skills However, as an educational initia- tive the approach could also be ap- plied to sustainable engineering University/Academic The REEdI Industry partnership is comprised of manufacturing or- ganisations across multiple sec- tors- AgriTech, MedTech, Pharma, Electronic, Automotive and Gen- eral manufacturing. Country and/or Region – Map The REEdI is looking at how best to utilise state of the art technology in an educational/research/industry symbiosis. Where education is partnered with industry not only in the development of programmes but also in the delivery of the curricula. Moreover, the REEdI offers students more frequent opportunities to apply their learning through a work placement model that encompasses the final two years of their bachelor’s degree where they can “hone their technical or soft transversal skills” .74 The REEdI is currently focused on digital skills that are applicable to mechanical engineering. However, the framework could also be ap- plied to green skills and entrepreneurial educational initiatives. To adapt the framework into one that is applicable to sustainability, the optimal educational approach for integrating SDGs needs to be better understood and appreciated. The Human Capital Initiative (HCI) is delivering an investment tar- geted towards increasing capacity in higher education in skills- 74 HCI Pillar 3 (2022, 0:48) HCI Pillar 3 – REEdI [Video]. YouTube. https://www.youtube.com/watch?v=q6KxsNIaiao

71 focused programmes designed to meet priority skills needs . The Human Capital Initiative Pillar 3 funding has facilitated Munster Tech- nological University to “innovate and come up with a new model of not only engineering education, but also an educational model that can be adopted across a number of disciplines” 75 76 Examples of Effective Practice in Skills Acquisition: The REEdI project is focused on the development of an agile and innovative framework for the design, development and delivery of engineering; transformative programs where self-directed and self- scheduled learning effectively equip the next generation of engineers. One of the key outputs of the project was a Bachelor of Engineering (Hons) in Mechanical and Manu- facturing Engineering- the “REEdI Engineering degree”. This program is an agile and innovative blended 4-year degree where student engineers get to learn using immersive technologies, such as virtual and augmented reality, and cutting-edge models of engineering education. The student engi- neers’ time is equally divided between on-campus activities and industry (enterprise) placement. Stu- dents will spend the first two years on campus and the final two years at a host industry partner gain- ing the essential industry skills and personal attributes an employer looks for in a graduate engineer. The industry partners include a variety of manufacturing sectors- MedTech, Pharma, Automotive, General Manufacturing and AgriTech. The REEdI project will provide an alternative framework for engineering education and indeed, other undergraduate and post graduate programs. Internationalization in the Skills Acquisition Process: The educational framework being advocated through REEdI is applicable in an international context. The international academic partners on the project are Charles Sturt University (NSW, Aus) and Harper Adams University (Newport, UK). Partnership Models: The REEdI project has a consortium of 23 industry/ enterprise partners (to date), across a variety of manufacturing industries. Also involved is a network of research centres as key partners, including Science Foundation Ireland’s Confirm Smart Manufacturing Centre, SFIs Lero Software Development Research Centre, the IMaR Research Centre, and the AgriTech Centre of Excellence (ACE). Impacts and Outcomes: The REEdI project capitalizes on its enterprise partners through their input on program design, devel- opment and delivery (e.g., program validation panels, guest lecturing), facilitating student taster days at their manufacturing facilities, hosting students on work placement, part of the REEdI steering com- mittee, champions for the project, collaborative outreach initiatives, donation of production parts for “teardown analysis” for our students, and mentoring initiatives. Further, the project has established an industry/ enterprise mentorship network, which enables knowledge sharing of the strengths, weak- nesses, opportunities and threats in relation to student work placement. The approaches (framework) advocated through REEdI could be applied to education that is focused on sustainability and entrepre- neurship. Moreover, the REEdI could be extended to integrate all three elements (digital skills, sus- tainability and entrepreneurship). 75 76 https://hea.ie/skills-engagement/what-is-human-capital-initiative-hci/ HCI Pillar 3 (2022, 1:10) HCI Pillar 3 – REEdI [Video]. YouTube. https://www.youtube.com/watch?v=q6KxsNIaiao

72Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 8. CPD Accredited Employer standard (EI) Country Region Name of Institu- tion/Initiative: URL: Focus Area of Skills Acquisition: Nature of Institu- tion/Initiative: Nationwide accredited standard Ireland Nationwide CPD Accredited Employer Standard https://www.engineersireland.ie/Businesses/Train- ing-development/CPD-accredited-employer-stand- ard Professional competences Country and/or Re- gion - Map Contextual Snapshot: Relevance of the Focus Area: Continuous up- and reskilling of engineers Current Status of the Focus The CPD Accredited Employer Standard supports engineers to keep Area: Key Challenges: up to date with industry standards through their employer. Employees keeping up with CPD when working. Government or Institutional Private initiative from Engineers Ireland with support of the Dept. of Initiatives: Further and Higher Education, Research, Innovation and Science. Brief Description of the Institution/Initiative: The standard is held by more than one hundred of the leading engineering-led organisations in Ireland in both the public and private sectors, in industries from construction to energy to biopharma to man- ufacturing, in indigenous and FDI organisations, and in small, medium, and large employers. The stand- ard consists of seven criteria that contribute to the development of engineers and ensure that CPD plays a strategic role in supporting organisations to achieve their vision and objectives. Table of Services/Programs provided focusing on the Acquisition of Specific Skills: CPD criteria: 1. CPD Management: Strategy, Policy, Committee 2. Skills and Competence Frameworks 3. Aligning development plans to organisational strategy 4. Mentoring during key transitions 5. Continuous improvement through creative problem solving and innovative solutions 6. Knowledge Sharing and Knowledge Management 7. External Learning Linkages The standard is built on three levels; Primary, Advanced and Transformational, with organisations ad- vancing along this matrix based on the pace of change in the industries they are in and the expanding requirements of clients and projects. Impacts and Outcomes: Improved attraction, development and retention of engineering talent, benchmarking of CPD practices, networking and knowledge sharing, and a robust, holistic, and effective approach towards CPD.

73 9. New Digitalisation/Green Energy and Microelectronic Skills (ES) URL: Country Region Name of Institu- tion/Initiative: Focus Skills tion: Nature of Insti- tution/Initiative: Area of Acquisi- Public/University Spain Madrid UNED is the Spanish University for Distance Education, the first and leading University institution in Spain (and in Spanish speaking countries) to incorporate Grade, Master and Doctoral Studies in a hybrid model dur- ing its 50 years history, starting as a post mail University and following evolution to a distance/online University global Univer- sity. http://www.ieectqai.uned.es/ https://ecovem.eu/ http://ecovem.ieectqai.uned.es/moodle2/ Digital Skills/Green Skills/ Entrepreneurial Skills Country and/orRegion - Map Contextual Snapshot: Relevance of the Focus Area: Inside the Spanish University for Distance Education (UNED), as part of its so- cial engagement we are moving on in several synergized areas: SME workers education and green technologies and Industry 4.0/Connected Industry liter- acy and penetration. Those new areas are important at Spanish Autonomous Community levels, National Spanish level and European Union level. Current Status of Current state of microelectronics arena in Europe is highly dependent of out- the Focus Area: side technical industry and development, we had inside Europe several waves trying to upscale the knowledge and industry awareness, but we need to re- inforce our presence and workforce/industry capability. Mobility and Indus- try 4.0 awareness is a newer technical approach and action oriented. Now our Industry is better positioned but we need to speed up the actions to increase the impact in all public and private sectors. Major challenges in Europe in those technical areas are : sensibility to sustain- ability and green technical impact, and update knowledge on new techniques and social skills in SMEs. We follow the guidelines from: Key Challenges: Government or In- stitutional tives: Initia- • • the European Union Erasmus Plus initiative following KA3 proposals, Cen- tres of Vocational Excellence. the Spanish Mobility Ministry to gain access to the technical (and non- technical) workers (and unemployed) to the mobility, logistics and infra- structures as well as we have a grant to jointly efforts in the jointly course delivery.

74Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Examples of Effective Practice in Skills Acquisition: We focus on the acquisition of new digitalization/green energy and microelectronics skills. Those are done though lifelong learning and Master courses, following different approaches having in mind in all: Internationalization in the Skills Acquisition Process: The Electrical and Computer Engineering Department of UNED started 40 years ago the evolution and activities in international projects, that have focused on European Union academic groups/industry partners collaboration with more than 30 international research and educational projects. Before the pandemic time we were selected as one of the partners of the ECoVEM project, to revitalize the mi- croelectronics European sector to allow a new time of more workers and a new vision for this produc- tive sector. During the pandemic time and having the Ukrainian war as a new unestablished interna- tional factor we are in the last part of this project deployment defining new models of governance and collaboration as well as new bunch of short courses to attract and reinforce the profiles of microelec- tronics workers that is of a mandatory need in Europe as the Chips Act shown in the last year. Our group have been in relation with more than 50 European groups (and more than 20 other worldwide groups) in the last 40 years in this process of research and educational activities collaboration, includ- ing in this last project several courses and actions regarding the green electronics importance, hori- zontal knowledge like circular economy or smart industry, interpersonal skills and activities, etc., or diversity and equity importance inside this technical area of Microelectronics. Partnership Models: We have two models to have the best partnership inside any of those projects Table of Services/Programs provided focusing on the Acquisition of Specific Skills: - - - New task-oriented courses for Green Electronics/Clean Energies/Microelectronics for the Microelectronics European Market. New Master on Connected Industry for Spanish speaking students. New Professional courses on Logistics/Mobility/Connected Infrastructures for Span- ish speaking working and unemployed students. • • • Industry oriented courses, Task based education, Market oriented approach following the path of the public sector/companies regarding revi- talization and new engagement of students in those sectors. 1. Research and Educational International/Europe Union projects, we have a wide partnership with more than 50 partners in the European framework as well as more than 20 partners worldwide outside EU. 2. International and National technical Associations, like: IEEE (the largest worldwide engineer- ing association with more than 400,000 members, having more than 20% of them as engineer- ing students); TAEE (the Spanish Association of Electronics teaching); IGIP/IAoE (international Association of Teaching and Learning in Engineering), IFEES (International Federation of Edu- cation Engineering Societies), etc.

75 Impacts and Outcomes: At this moment the more tangible outcomes are the courses deployed or under development: • Microelectronics sector, may be found in the following URLs, o UNED repository, http://ecovem.ieectqai.uned.es/moodle2/ o TUS repository, https://moodle-tus.ecovem.eu/ o ECoVEM general course shell, https://courses-ecovem.eu/ o ECoVEM website, https://ecovem.eu/ • Industry Connected Master website (in Spanish) o http://portal.uned.es/portal/page?_pageid=93,71749821&_dad=por- tal&_schema=PORTAL&idTitulacion=280701 • UNED and Mobility Ministry courses (in Spanish), o Competencias digitales para el sector de la movilidad y el transporte, https://forma- cionpermanente.uned.es/tp_actividad/actividad/competencias -digitales-para-el- sector-de-la-movilidad-y-el-transporte o Digitalización sostenible en el sector del transporte, movilidad, logística e infraestruc- turas vinculadas. Automatización, marketing y aplicación, https://formacionpermanente.uned.es/tp_actividad/actividad/digitalizacion - sostenibleen-el-sector-del-transporte-movilidad-logistica-e- infraestructurasvinculada o Tecnologías y Herramientas claves para la transformación digital en el sector del logística,transporte, movilidad y https://formacionpermanente.uned.es/tp_actividad/actividad/tecnologias -y- herramientas-claves-para-la-transformacion-digitalen-el-sector-del-transporte- movilida The impact of the courses on the Microelectronics sector started with a pilot course report around November 2023. The Master started in October 2023 and the courses for the Mobility Ministry started in February 2024.

76Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 10. Digital Transformation Classroom (ES) Key Challenges: Country Region Name of Institution/Initia- tive: URL: Focus Area of Skills Acqui- sition: Nature of Institution/Initi- ative: Contextual Snapshot: Relevance of the Focus Area: Current Status of the Focus Area: Public/University/Academic Spain Andalucía FIWARE Digital Transformation Classroom / University of Cór- doba https://www.uco.es/atdfiware/ Digital Skills Country and/or Region - Map Spain, as a European country, is committed with the development of the Skills Digital, both through public and private initiatives. Ex- amples of this are the following: Private Digital skills: training to transform - Telefónica https://www.telefonica.com/es/sala-comunicacion/blog/ha- bilidades-digitales-formar-para-transformar/ Public National Digital Skills Plan https://portal.mineco.gob.es/es-es/digitalizacionIA/Paginas/plan- nacional-competencias-digitales.aspx Andalusia is a region in the south of Spain where the University of Cordoba is placed, which is strongly committed to the develop- ment of digital skills through various actions of different kinds, training courses, social and cultural projection classrooms, chairs, projects related to these skills, and other activities. The Government of the Junta de Andalucía, more specifically the Regional Ministry of University, Research, and Innovation, pro- motes activities and actions aimed directly at the development of all types of skills (Digital/Green/Resilience/Entrepreneurial). In ad- dition, the Cordoba City Council and the Cordoba Provincial Council actively promote the development of these skills through pro- grammes and grants. Therefore, the University of Cordoba is aligned with this policy by actively supporting it and collaborating through its research groups, university structures, teaching and re- search staff, administration and services staff, etc.... The Andalusian R&D&I Strategy (EIDIA), Horizon 2027, represents the Andalusian Government's firm commitment to R&D&I as the

77 basis for economic growth in the region, a competitive, sustainable and inclusive growth, firmly based on science and knowledge. The plan is structured into three strategic objectives: 1: To increase the weight of science and technology in the Anda- lusian economy. 2: To increase the percentage of the population dedicated to R&D activities. 3: To increase the levels of knowledge transfer. Government or Institutional The Digital Empowerment Plan for Andalusia 2022-2025 estab- Initiatives: lishes the roadmap to be followed by the Regional Government of Andalusia during this period for the design of its policies, initiatives and actions to improve the digital skills of the population. The Plan's mission is to help Andalusian society to acquire the dig- ital knowledge, skills and competences necessary to be able to function normally in the digital world and to be prepared and able to face present and future technological challenges. To achieve this ambitious challenge, six strategic objectives have been established: 1. Improve the digital competences of citizens from a universal ap- proach. 2. Facilitate access to and use of the digital world for those groups most at risk of digital exclusion. 3. To train professionals in Andalusian companies in the use and exploitation of technology. 4. To develop the advanced digital skills of ICT professionals. 5. To improve the digital skills of Andalusian Public Administration staff. 6. Stimulate and promote interest in technology at an early age.Brief Description of the Institution/Initiative: The FIWARE Digital Transformation Classroom of the University of Cordoba is an organisational struc- ture of the University, which is composed of a multidisciplinary group of people who promote the use of FIWARE technology (https://www.fiware.org/) through the delivery of training courses, public-pri- vate collaborations, development of research projects, development of non-proprietary turnkey solu- tions, organisation of conferences ... Table of Services/Programs provided focusing on the Acquisition of Specific Skills: The University of Cordoba has several classrooms where the development of digital skills is worked on: - FIWARE Digital Transformation Classroom. - Free Software Classroom.

78Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them - Cybersecurity and Networking Classroom. - Sustainable and Digital-BIM Engineering Classroom. - Classroom of Robotics and Free Hardware. In addition, there are Chairs in which these skills are also developed, such as the EPRINSA Chair of Digital Transformation. More specifically, the actions carried out by the FIWARE Digital Transformation Classroom can be con- sulted on its website https://www.uco.es/atdfiware/. Conferences, courses, collaborations, projects... Examples of Effective Practice in Skills Acquisition: § § § § OnIndustry 2023 (https://www.onindustry.es/) - Presentation Platform fiUCO Powered by FI- WARE. Conference 9 March 2023. Scientific and Technological Park of Cordoba. Rabanales 21 (https://ptcordoba.es/) - FIWARE Developments. New Business Ideas. 1st FIWOO (https://www.fiwoo.eu/)-IoT Challenge - Awarded the Classroom with a proposal on accessible mobility. Control of reduced mobility places. At the Centenary of the Patios of the City of Cordoba - Control of Aforos. Internationalization in the Skills Acquisition Process: The Aula participates in several European projects contributing its knowledge and expertise. For ex- ample, in the field of photovoltaic solar energy, agriculture ... In addition, it has currently collaborated in the drafting of European project proposals related to sustainable construction. She is currently part of a project of ecological and digital transition at national level, but with international relevance, in which a smart trap for the olive fly pest is being built. Partnership Models: This is done through collaboration agreements that the University of Córdoba facilitates and that the Aula uses to establish relationships with companies interested in the services of the Aula, either for the development of projects, courses, conferences, etc ... For example, the Aula has agreements with FIWOO, NEC, FIWARE, Telefónica ... among others. Impacts and Outcomes: The best place to see the impactof this initiative is on the Aula's website: https://www.uco.es/atdfiware/. Awards received, projects developed, proofs of concept, conferences, training, research... everything is documented and updated onthe website.

79 11. SDGs in Spanish universities (ES) Country Region Name of tive: Institution/Initia- URL: Focus Area of Skills Acquisi- tion: Nature of Institution/Initia- tive: Contextual Snapshot: Relevance Area: of the Focus Spain Aragón EINA (School of Engineers and Architects)/ University of Zara- goza Htps://eina.unizar.es Sustainable Goals (SDG´s) Public and Academic Development Country and/or Region - Map Spain, as a European country, is committed with the development of the SDG´s. Aragon is a region of Spain where the University of Zara- goza is placed, and the government of Aragon is strongly committed with the development of the SDG´s Current Status of the Focus All areas of the government of Aragon are working in the implemen- Area: tation of the SDG´s and Administration and Companies need engi- neers compromised with the development and implementation of the SDG´s The main objective of the Government of Aragon with respect to the 2030 Agenda is the improvement in all aspects of the administration with respect to the 2030 Agenda. In particular, three challenges are Key Challenges: - - - Industrial activity Renewable energy Education, Research and Innovation Government or Institutional Related with the challenges of the Government of Aragón, they are: Initiatives: - - Facilitate the introduction of the SDG´s in industries with economic aids and consulting. Facilitate the installation of renewable energy production plants. (Aragon is one of the stronger producers of green en- ergy in Spain) Help the University and in particular the EINA the implemen- tation of studies oriented to the implementation of the SDG´s - Brief Description of the Institution/Initiative: The EINA is the only public School of Engineers and Architects placed in the region of Aragon. The EINA belongs to the University of Zaragoza in Spain. Table of Services/Programs provided focusing on the Acquisition of Specific Skills: The EINA is the responsible of the teaching of 11 degrees in engineering and architecture, 14 masters and an important number of courses of specialization in different areas of engineering and architec- ture. As well the School is responsible for research and innovation in all areas covered academically,

80Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them with lots of European projects supported by the personnel as well as contracts with companies, in the region and abroad. Examples of Effective Practice in Skills Acquisition: Examples of good practice are: - The impetus and interest of the School's educational community in the 2030 Agenda. There are efforts to equip the personnel with the necessary tools to define actions aimed at imple- menting the SDGs with the involvement of all stakeholders. High number of concrete actions carried out by the School over time related to the SDGs. EINA announces the award "Actions to transform the world from EINA" which seeks to recog- nise the contribution to the 2030 Agenda. The teaching guides for Bachelor's and Master's degree final projects explicitly include the commitment to the SDGs and in external internships the direct relationship with the SDGs is indicated both by the students and the internship tutor - - - Internationalization in the Skills Acquisition Process: The EINA, as European university, exchange students all over Europe with the Erasmus program and with other international countries like USA, Canada or Japan, so the students visiting our School reach the same skills of the EINA students. Research programs oriented with the spirit of the SDG´s are carried out with researchers from over Europe or even in worldwide area. Partnership Models: • The Mobility Plan of the University of Zaragoza is drafted under the collaboration agreement: Zaragoza Metropolitan Transport Consortium + University of Zaragoza. The EINA, through several of its members and as a centre, is considered a fundamental stakeholder in this plan, having already participated in several meetings • A working group or expert group. • Organisation of an international meeting on SDGs “The Circe Institute and the Ecological Transition”. CIRCE in the Technological Centre for the Resources and energetic consummation and is placed in the vicinity of the School and with strong links in projects and personnel • Volunteering opportunities for students through the EINAmOtivaD@S student group/association • Volunteering opportunities for students. • Brial Chair in Renewable Energies, Brial is a company/funding entity formed with a group of compa- nies (BRIAL). Relevance to SDGs: Focused on renewable energies and the SDGs. Impacts and Outcomes: The EINA has stablished an Internal Quality Assurance System (IQAS) that collects and analyses data on the satisfaction of the different stakeholders (students, teaching staff, graduates, employers, ad- ministrative and service staff, society, etc.) with the degree of fulfilment of the SDGs set in the centre's strategic plan. The IQAS has designed and implemented a system for evaluating the degree of satisfaction of the different stakeholders with the training programmes. In order to know, from a general perspective, the perception, priorities and willingness to actively contribute to the 17 SDGs to all students, PDI and PAS of the School, a survey has been developed and applied by the Vice-rectorate for Prospective, Sustainability and Infrastructure of the University of Zaragoza. The EINA has gained the Certification ALCAEUS, certification of Schools or Universities that shows the compromise with the United Nations 2030 Agenda.

81 12. Talent 50+: Professional Association of Telecommunications Engineers (ES) Country Region Name of Institu- tion/Initiative: URL: Focus Area of Skills Acquisition: Nature of Institu- tion/Initiative: Contextual Snapshot: Relevance of the Focus Area: Current Status of the Focus Area: Key Challenges: Government or Institutional Initiatives: Professional Upskilling and re-skilling of 50 aged professionals Spain Madrid Official Professional Association of Telecommunica- tions Engineers (COIT) www.coit.es Country and/or Re- gion - Map The program is an important initiative by the COIT to support its more experienced members and ensure that their talent and exper- tise continue to contribute to the development of the telecommu- nications sector. Two editions of the course have been held with a high impact. Re-Skilling and Upskilling. Reintegration into the workforce Although there are several initiatives by professional associations, none are known to be implemented in a regulated manner. Brief Description of the Institution/Initiative: The COIT aims to promote talent and reintegrate individuals over 50 into the job market through this program. In this regard, a career reinvention and development program are being launched, focused on providing the necessary tools to navigate the changing work environment, adapt to new market demands, and maximize each participant's potential. Centered on self-awareness and strategic plan- ning, the program offers a unique opportunity for participants to reflect on their professional journey, explore career options aligned with their profile, and learn how to communicate their value effectively in an ever-evolving work environment. The sessions are designed to be highly practical and construc- tive. The program began in September 2024, is free of charge, and consists of six preferably in-person sessions, each lasting two hours, spread over three months. Table of Services/Programs provided focusing on the Acquisition of Specific Skills: This program is designed to support telecommunications engineers over the age of 50, providing tools and resources for professional and personal development at this stage of their careers. Talento50+ focuses on several key objectives:

82Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Skills Update: Offers courses and workshops for updating technical competencies and soft skills, en- suring participants stay up to date with the latest trends and technologies in the sector. Networking: Facilitates events and activities that foster the creation of professional networks, allow- ing engineers to connect with colleagues and potential employers. Employability: Provides advice and resources for job searching and reintegration into the labour mar- ket, helping engineers take advantage of new professional opportunities. Scholarships: Offers scholarships to support the continuous training and professional development of veteran engineers, facilitating their adaptation to new sector demands. Examples of Effective Practice in Skills Acquisition: Participants could: • • • • • • • Get to know themselves and reflect on aspects of their profile (using advanced tools employed by institutions such as MIT in Boston and Harvard University). Understand the current transforming context and identify professional alternatives. Define a professional goal aligned with their profile and preferences. Design a hidden market strategy to explore job opportunities that are not visible and learn how to access them. Highlight their personal brand attributes to define their storytelling. Position their profile on LinkedIn and optimize it to expand their network. An expert mentor provides personalized feedback, complementing the introspective approach of the program. Internationalization in the Skills Acquisition Process: This program is designed for professionals in the Spanish field, providing tools and resources for pro- fessional and personal development at this stage of their careers. Partnership Models: The model is developed by the Professional Association COIT and collaborations are established where the in-person workshops are conducted. In the edition held in Zaragoza (Spain), in addition to the support from the Zaragoza City Council, there has been support and collaboration from CEOE Aragón, Alianza +STEAM Aragón, Zaragoza Chamber of Commerce, and the clusters TECNARA, CLENAR, ARAHEALTH, CAAR, and AERA. Additionally, with the International University of La Rioja (UNIR), the possibility of accessing 6 scholarships for members over 50 years old in unemployment has been inte- grated, with discounts of 45% in key programs such as the Master's Degree in Cybersecurity (with 2 scholarships), the Master's Degree in Artificial Intelligence (with 2 scholarships), and the Master's De- gree in Visual Analytics & Big Data (with 2 scholarships). Impacts and Outcomes: Two editions have already been held, one in Madrid and another in Zaragoza, each reaching the al- lowed capacity of 20 people. Although feedback on the employability rate is not yet available, partic- ipants rated the in-person sessions very positively, highlighting the relevance of the content and the impact it has had on their careers. Some comments from participants that reflect the depth of this experience: • "The program has given me practical tools to position my profile and communicate my value in such a competitive market." "I have gained a lot of confidence in my abilities to face new challenges. Additionally, the practical approach helped me set clear objectives." •

83 13. IACES Debate (GR) Current Area: Key Challenges: Status of the Focus Government or Institutional Initia- tives: Contextual Snapshot: Relevance of the Focus Area: Country Region Name of Institution/Initiative: URL: Nature of Institution/Initiative: Focus Area of Skills Acquisition: Greece Europe IACES Debate https://iaces.net- work/events.html AI, Climate change, Ethics and Inclusiveness International Association of Civil Engineering Students Debate and workshop about E4E project and how the skills chosen can be addressed by Civil Engineers: AI, Climate change and Ethics and Inclusive- ness. Topics were obtained from consultation of published announcements of jobs in media and networks. IACES students also analyzed the current cur- ricula from the respective universities. The difficulty was in obtaining suggestions that could be relevant to im- proving contents and learning outcomes of current university curricula and provoke creation of CPD courses for active engineers. Some initiatives were mentioned by the IACES students concerning regula- tions, recommendations from the European Union concerning Lifelong Learning and initiatives concerning Sustainability and access to higher edu- cation from minority groups. Country and/or Region - Map Brief Description of the Institution/Initiative: The workshop and open debate allowed participants the opportunity to learn and contribute to a signif- icant European Union funded project on the future of engineering education and of engineers’ qualifi- cations. The workshop presented key goals to allow participants to engage in the three topics: AI, Cli- mate change and Ethics and Inclusion. These involved stakeholder engagement, training, debating, dis- semination and monitoring of engineers. The workshop was divided into three parts with the first dedi- cated to information about the project E4E. The second was intended for an open debate about future steps. The third part was dedicated to reporting and to synthetizing session conclusions. Table of Services/Programs provided focusing on the Acquisition of Specific Skills: The impact of the introduction of Artificial Intelligence to the studies and practice of the profession of civil engineering is expected to play an important role in our everyday lives. This includes the studies and the practice of the profession of engineering. The impact of climate change on both the adaptation and mitigation level, to the design, operation, and maintenance of engineering structures have been identified at an increasing rate during the last decades. It is expected that these impacts will increase in the immediate future and affect civil engineering structures and plans. The challenge of ensuring ethics and inclusiveness in the practice of the profession of engineering has always been a great difficulty for the implementation of scientific projects, including civil engineering organisations and activities.

84Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Examples of Effective Practice in Skills Acquisition: Questions that were placed and debated were: a) what will be the extent of the impact of AI in engineer- ing and what measures need to be taken in order to maximize the positive and minimize the negative impacts? b) what measures need to be taken on an adaptation level (how civil engineering works re- spond to climate change, for example floods, draughts, extreme heat waves etc.) and on a mitigation level (reduction of greenhouse gas emissions)? c) what rules need to be applied in order to ensure the ethical status of the profession of engineering? d) which measures need to be taken to ensure inclusive- ness and the reduction of discrimination in the profession of engineering? Internationalization in the Skills Acquisition Process: The workshop worked on defining skills fundamental for each of the three topics. Concerning ethics and inclusiveness the main competences addressed gender equality (wage gap), education (modernization of curriculum, ethics as a subject), rights (inclusion of disabled people, integration of smart technologies to make construction sites safer) and integrity (corruption awareness, “speak up” mentality, practice before work). Addressing AI, the competences to be acquired or to consider were use of AI in universities and jobs, critical thinking, knowledge, verifying the kind of information one receives from AI, program- ming skills, trusting source in order to give accurate data/information, proper use of AI, being mindful of the consequences, morality and integrity. Concerning climate change the competences agreed were being open minded, keeping ecology in mind, recognizing responsibility, exploring climate change, opti- mization in analysis, trying to see the whole picture with (city design and planning and using communi- cation as key attitude. Partnership Models: Clearly from the debate it was concluded that students and their associations are crucial to define com- petences needed. Cooperation with professional engineering organisations, with academia, with unions, with companies and with official agencies is an essential part of partnerships. Mandatory subjects and activities include preview from what is done to what will be done, promote seminars, debates, flexible teaching, teacher preparation and training, create engineering specializations in university for these topics, exchange of information between engineers and academia and have workshops to teach engi- neers and academia on how to influence politic and decision making at all levels. Impacts and Outcomes: A total number of 75 students participated in the event. These students are members of different branches of the International Association of Civil Engineering Students who came to Thessaloniki to participate in the “MTM 2024-SKG Edition”. This is an annual event organized by IACES and hosted by one of their branches. The 2024event was hosted by the Aristotle University of Thessaloniki under the auspices of the Department ofCivil Engineering. The students who joined the event, in person, came from universities from Europeand beyond. More specifically students came from Portugal, Romania, Germany, Turkey, Bosnia andHerzegovina, Serbia, France, Hungary, Egypt, and Greece. The students were very excited to participatein this event organized by AECEF and by E4E project.

85 14. Skills4Jobs Initiative (GR) URL: Country Region Key Challenges: Nature of Institu- tion/Initiative: Name of Institu- tion/Initiative: Focus Area of Skills Acquisition: Contextual Snapshot: Relevance of the Focus Area: Current Status of the Focus Area: Integrated intervention on technical, digital and life skills and employability enhancement for young graduates aiming for careers in key industrial tech- nical/engineering sectors. A collaborative private sector-led initiative led by SEV. Partnership between Social partner/Industry Representative, VET/lifelong learning Centres and private sector (private funds, private sector compa- nies and regional industrial associations) Greece Nationwide, with regional emphasis in the industrial areas (Attika, Central Macedonia, Thessaly, and & Thrace) SEV (Hellenic Federation of Enterprises) & IVEPE- SEV / SEV’s Workforce upskilling and employment initiative https://www.sev.org.gr/protovoulies -kampa- nies/skills4jobs/ Country and/or Re- gion - Map Greece’s economy has long suffered from a mismatch between the qualifications of the workforce and the actual skills required by em- ployers, particularly in manufacturing and industrial services. Τhis is a cause that also negatively affects unemployment rates, even though there is an increased demand for technical professions and engineers. Transformation of the “world of work” requires new skill- sets that are currently underrepresented in the workforce. The in- dustrial sector requires a workforce equipped with technical digital and transversal / professional/life/ soft skills to meet evolving de- mands. Skills4Jobs initiative addresses this gap by offering tailored, demand-driven training programs. The skills mismatch persists despite gradual economic recovery and there is a growing need for specialized training programs that align with industry requirements to facilitate the transition of graduates into the labour market. While public employment schemes exist, Skills4Jobs is one of the few private-sector-led programs targeting direct labour market integration with active business involvement. Bridging the gap between education and industry needs by provid- ing practical, hands-on training experiences, since in many cases there are outdated or overly theoretical academic curricula

86Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Government or Institutional Initiatives: Enhancing employability of young graduates in technical fields since there is a lack of structured pathways from education to employ- ment. Limited access to practical, job-oriented training for graduates While complementary to national upskilling strategies, Skills4Jobs operates independently under SEV’s leadership, leveraging private sector agility and expertise. In Skills4Jobs, SEV collaborates with var- ious stakeholders to design and implement training programs that address these challenges. IVEPE-SEV lifelong training centre plays a pivotal role as the training expert in the design and implementation of the customized programs. Table of Services/Programs provided focusing on the Acquisition of Specific Skills (indicative pro- grams): Brief Description of the Institution/Initiative: Skills4Jobs is an initiative by SEV (Hellenic Federation of Enterprises) that provides free specialized vocational training programs designed by industry for industry. The initiative aims to boost the em- ployability of young jobseekers and support the competitiveness of Greek enterprises in high demand sectors. The programs are designed to facilitate attendees (young graduates) to acquire both technical and soft skills. The initiative includes: • • • • Technical Skills Development: Training in areas such as industrial maintenance, electrical au- tomation, and IT applications in alignment with industry needs. Artificial Intelligence Training on AI topics provided by companies like Google that can assist attendees to effectively integrate them into the execution of their daily tasks. Soft Skills and career/job seeking preparation-counseling with workshops conducted by expe- rienced HR professionals. Opportunities to familiarize attendees with the work environment through visits to companies and getting to know the work ecosystem with the aim of offering a job after the end of the program. Up to now, the program achieved a high rate of placement in member companies of SEV upon successful completion of the program. IVEPE-SEV, SEV’s official training provider, is the main training provider for the design and implemen- tation of the training process, including: • • • • Curriculum development based on real business needs Delivery of high-quality, hands-on learning modules Certification in collaboration with accredited bodies Career coaching and matching with employers Program Name Sector Focus Industrial Mainte- nance Engineer/ Industry: Manu- facturing & Technician Training Maintenance Type of Skills Technical, Practi- cal Engineering, Certificate of Com- pletion / Micro- credential Modules 1. Development of Technical Skills (Technical - Mechanical Design, Metrology, Toler- Yes ances, Lubrication of Industrial

87 Program Name Sector Focus Electrical - Automa-Industry: Indus- tion Engineer/ Technician trial Automation – Process Control Type of Skills Life Skills, Digital Skills Technical, Practi- cal Engineering, Life Skills, Digital Skills Certificate of Com- pletion / Micro- credential Modules Equipment, Organisation of Maintenance CBM, Motion Transmission, Failures: Diag- nosis, Prevention and Radical Treatment, Equipment Sealing, Pump Technology and Maintenance, HSE) 2. Life competencies/ Soft skills develop- ment 3. Artificial Intelligence training 4. Introduction to the work environment 5. Employment opportunities / study visits in local industries and connecting beneficiar- ies with recruitment departments 6. Career guidance consulting 1. Development of Technical Skills (Automa- tion, PLC programming, Electrical Installation and Legislation, Instrumentation, Industrial Processes Con- trol, Drives, Electrical Design, HSE) 2. Life competencies/ Soft skills development 3. Artificial Intelligence training 4. Introduction to the work environment 5. Employment opportunities / study visits in local industries and connecting beneficiaries with recruitment departments 6. Career guidance consulting Yes Examples of Effective Practice in Skills Acquisition: • • • Business-Designed Programs: Each training pathway is co-developed with member companies of SEV, ensuring real-world relevance and alignment with industry needs. Adoption of International Standards: Training programs incorporate best practices and stand- ards recognized globally with integration of micro-credentials for rapid upskilling. Comprehensive training, combining technical training with digital and transversal / life skills development and job-readiness coaching (CV writing, interviews, communication with HR depts etc) Hands-On Learning: Use of labs, simulators, and site visits to gain insights into the real-world work environment. • Internationalization in the Skills Acquisition Process: • Training content aligns with EU frameworks such as LifeComp and DigComp, and skills aligned with ESCO taxonomy and EQF levels designed by industry standard VET provider in Greece IVEPE-SEV. Global tech companies like Google participate in the delivery of digital and AI-related modules. Trainees receive continuous professional development based on EU best practices. • • Partnership Models: Owner of the initiative is SEV, the Hellenic Federation of Enterprises Lead Implementer is IVEPE-SEV (SEV’s official vocational training institute

88Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Strategic Partnerships: Regional industrial associations, SMEs, VET/ Lifelong learning Centres, multi- national private companies Funding and Support: SEV members from private sector and foundations such as the John S. Latsis Public Benefit Foundation and the Bodossaki Foundation and other major sponsors including compa- nies such as MYTILINEOS, Coca-Cola 3E, and ELVIAL S.A. HELLENiQ ENERGY Holdings SA etc. Impacts and Outcomes: • Hundreds of young professionals trained within the first phases implemented as pilot pro- grams to create best practices and lead to proposals to policy makers of public sector to adopt and implement the idea on a large scale. Enhanced Employability: Participants acquire skills that increase their competitiveness in the job market. High placement rate in participating companies (up to 70%) and high absorption in industry jobs related to the training (92%) Industry Benefits: Companies gain access to a pool of trained and skilled candidates ready to meet industry demands. Regional Development: Programs implemented in various regions contribute to local eco- nomic growth and workforce development. Strengthened links between associations, industry and training providers Increased trust in private-sector-led skills development • • • • •

89 15. Beethoven Project Brainport (NL) Country Region Name of Institu- tion/Initiative: URL: Focus Area of Skills Acquisition: Nature of Institu- tion/Initiative: Key Challenges: Government or Institutional Initiatives: Contextual Snapshot: Relevance of the Focus Area: Current Status of the Focus Area: Netherlands Brainport - Eindhoven, Brabant Project Beethoven Technical skills in microchip sector https://brainporteindhoven.com/en/strategy -or- ganisation/agenda-with-the-government/project- beethoven-2024 Private initiative funded by the Dutch government Country and/or Re- gion - Map Collaboration with regional industry The Technical University of Eindhoven (TU/e) has already been working together closely with semiconductor company ASML but lacked sufficient talent. Attracting and retaining talent in the Dutch semicon sector The national government invests 1.73 billion euros and the regional government 778 million euros, of which 1.03 billion euros is allo- cated to the “Talent acquisition” pillar. Brief Description of the Institution/Initiative: With the Beethoven project, the Dutch national government, province of Brabant and Eindhoven re- gion are investing 2.51 billion euros in public facilities in Brainport Eindhoven and the surrounding area. This includes a national talent plan to ensure sufficient talent in the microchip industry until 2030. The project aims to manage the growth of Brainport Eindhoven, maintain the business climate in Brabant and improve the quality of life. It will strengthen the microchip sector in the Netherlands, focusing on the Brainport region. Table of Services/Programs provided focusing on the Acquisition of Specific Skills: 3 pillars: • Talent development for the Dutch chip industry o Reinforcement technical education in high schools in 4 regions o More technical education in primary and secondary education o Stimulation of CPD and LLL for the high-tech sector • • Mobility by improving the infrastructure in the Brainport region Acceleration of housing construction

90Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Examples of Effective Practice in Skills Acquisition: Project Beethoven aims to facilitate overall industrial growth by addressing the shortage of highly trained professionals from the bottom up, rather than directly allocating resources to industry repre- sentatives. By focusing on primary and secondary education, as well as retaining talent through af- fordable housing and improved mobility, the project adopts a holistic approach. Internationalization in the Skills Acquisition Process: The Beethoven project aims to attract and retain talent in the Brainport region, while also working together with the ecosystems in Leuven (KU Leuven, IMEC) and Aachen (RWTH) to develop new edu- cational programmes, mainly focusing on AI. Partnership Models: TU/e and the Brainport region work closely together with ASML, Dutch multinational semiconductor corporation and other industrial partners. Impacts and Outcomes: The TU/e has calculated a growth of 70% in the number of master students in Mechanical Engineering, Electrical Engineering, Applied Physics, and Mathematics & Computer Science over the next few years. The university plans to introduce new master programs in the semiconductor area and offer more scholarships to attract talent. Additionally, TU/e will hire more personnel, both academic and admin- istrative, and construct innovative buildings and facilities. Furthermore, the university is working on increasing the progression from bachelor’s to master’s pro- grams and the stay rate of students after graduation. By doing so, TU/e aims to retain talent in the Brainport region and, consequently, in the semiconductor industry to enhance competitiveness.

91 16. University of Porto – Faculty of Engineering (PT) Country Region Name of Institu- tion/Initiative: URL: Focus Area of Skills Acquisition: Nature of Institu- tion/Initiative: Relevance of the Focus Area: www.fe.up.pt Portugal North, Porto district Faculty of Engineering, University of Porto Entrepreneurship skills EntreComp skills framework The Faculty of Engineering of the Univer- sity of Porto (FEUP) is a public higher edu- cation, research-based institution with al- most 10.000 students and 600 profes- sors/researchers. Entrepreneurship skills are embedded in all study programmes, at all levels (BSc- MSc-PhD). This initiative is part of a broader commit- ment to integrate adaptative and innova- tive thinking into engineering curricula, ensuring that students are equipped to identify opportunities, create value and manage innovation. Country and/or Region - Map Contextual Snapshot: In today’s rapidly evolving technological landscape, engineering graduates must possess solid technical skills and strong entrepreneurship competences. The global economy increasingly demands professionals who can innovate and adapt, who can contribute to and thrive in entrepreneurial ventures or innovation-driven environments. FEUP addresses this need by integrating or embedding entrepreneurship skills development throughout its undergraduate (1st cycle), master's (2nd cycle), and doctoral (3rd cycle) programs. 1. Economic growth: Entrepreneurship drives economic innovation and job creation. Engineers created many companies. 2. Global competitiveness: By fostering a culture of entrepreneur- ship, institutions nurture adaptable and resilient graduates ready to enter the global workforce and contribute to national and European competitiveness.

92Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Key Challenges: Current Status of the Focus Area: 3. Engineers are mostly problem-solvers. Entrepreneurship skills such as opportunity recognition, risk assessment, value proposition design, and innovation management, transform technical ideas into real-world solutions, products, and services. 4. Embedding entrepreneurship skills into engineering curricula bridges academia, industry, and society into a collaborative ecosys- tem. FEUP has successfully integrated entrepreneurship skills training across all levels of its engineering programs. The curricula include specific 1,5 ECTS courses aimed at enhancing entrepreneurial think- ing: • 1st cycle (Bachelor's Degree): Courses such as "Creating Opportu- nities for Innovation" and "Strategic Management of Innovation" lay the foundation for entrepreneurial mindsets. • 2nd cycle (Master's Degree): Includes E4E module ‘’Entrepreneur- ship 4 Engineers‘’ (face-to-face pilot and online MOOC) that further delves into innovation management and real-world business appli- cation. • 3rd cycle (Doctorate): Courses like "Innovation Management and Knowledge Transfer" and "From Intellectual Property to Business Creation" focus on translating research into viable business solu- tions. • Balancing curriculum load: Adding courses not integrated into en- gineering under or graduate programmes can increase the overall academic load, leading to potential student resistance. • Evolving content: Keeping course content current with rapidly changing market demands is a continuous challenge that requires ongoing curriculum reviews. Government or Institutional • As of 2022, all Engineering undergraduate programmes at national Initiatives: universities have integrated or embedded transversal skills courses that include entrepreneurship. • EntrepreComp and ResearchComp European frameworks are ad- dressed in all Entrepreneurship courses • FEUP’s proactive engagement with partnerships and initiatives, such as the E4E (Engineering for Entrepreneurs) project, amplifies the importance of interconnecting education and entrepreneurial activity. These collaborative efforts create a more cohesive ecosys- tem for supporting aspiring entrepreneurs. Brief Description of the Institution/Initiative: Integration of entrepreneurship skills in all levels of study. Table of Services/Programs provided focusing on the Acquisition of Specific Skills: entrepreneurship courses are available to all 10.000 students Examples of Effective Practice in Skills Acquisition: all courses (except MOOCs) have ECTS credits

93 Internationalization in the Skills Acquisition Process: several programmes and courses are taught in English and included in the offer to incoming mobility students. Partnership Models: Erasmus bilateral agreements are the prevalent mode of partnership. Other part- nerships result from the EUGLOH alliance and international projects such as E4E. Impacts and Outcomes: Through the activities, courses, and programmes dedicated to entrepreneur- ship, FEUP’s students leave the university better prepared for the demands of today’s business world.

94Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 17. Transferable Skills Program (PT) Key Challenges: Country Region Name of Insti- tution/Initia- tive: URL: Focus Area of Skills tion: Nature of Insti- tution/Initia- tive: Acquisi- Current Status of the Fo- cus Area: Contextual Snapshot: Relevance of the Focus Area: HEI and Professional Public Association Portugal Lisbon and Porto Ordem dos Engenheiros (OE) and Faculdade de Engenharia da Universidade do Porto (UPorto-FEUP) https://www.ordemengenheiros.pt/pt/ https://sigarra.up.pt/feup/pt/web_page.ini- cial Soft skills, micro credentials and accredited continuing education Country and/or Region - Map Engineering is a dynamic field that is constantly evolving in response to social, economic, and technological changes. Its challenges have transcended traditional boundaries, to encompass social, environ- mental, and ethical considerations. While technical expertise remains a foundation of engineering, the in- creasing complexity of today’s challenges demands engineers to pos- sess a broader set of skills that transcend specific disciplines. As a re- sult, cultivating TTS (Transversal and Transferable Skills) throughout an engineer's career is paramount, so that they can succeed in an ever- evolving professional landscape. Several engineering HEIs in Portugal are actively working to provide formal opportunities to develop TTS for engineering students. Some are implementing active learning approaches (such as problem- based and challenge-based learning); others are being proactive in contact- ing industry and companies to collaborate (e.g.: MSc thesis done in company settings), others are creating, in their programs, courses that develop TTS. OE developed, in addition to CPD (Continuously Professional Develop- ment) in all regions, a Continuing Education Accreditation System for Engineers - OE+AcCEdE®, for companies and HEIs, with the goal of en- suring the quality of the training offer of interest to its members, en- couraging our engineers to pursue CPD. These efforts developed so far in our country need to be further ex- plored and deepened. More HEIs need to embrace this effort, so that it becomes a general endeavour. Also, there’s a difficulty in including

95 Government or tional Initiatives: Institu- more skills in HEIs programs, since a 1st cycle needs to be completed in 3 years and a 2nd cycle in 2 years. In regard to CPD, the challenge is to ensure the quality of the courses, post graduations, so that they can meet the expectations of the engi- neers that enrol. In general, continuous trainings of personal interest should be done in after-work hours, while continuous trainings of interest to companies are done partly in working hours. With the opportunity of the Decree-Law nº 65/2018 that stated the end of the national 5-year Integrated Master’s programs in Engineer- ing and the creation of 3-year 1 cycle graduate programs and 2-year 2nd cycle master programs, national HEIs have created TTS courses in their engineering programs. This clearly states that TTS are part of the skills profile of an engineer. st Recently, the Portuguese government started a program, called “Cheque-Formação + Digital” (https://www.iefp.pt/cheque-forma- cao-digital), which aims to support and encourage the development of digital skills and competencies of workers, by opening applications for funding of up to 750 €. OE, through their courses promoted through the various regions of Portugal and the OE+AcCEdE® system, also contributes to this goal at an institutional level. Brief Description of the Institution/Initiative: UPorto-FEUP has its origins in 1837 and has 14 BS programs and 28 MSc. UPorto-FEUP is proactive in contacting industry and companies and collaborating with them to make learning more meaningful and engaging. It develops active learning methodologies to develop TTS such as challenge-based learn- ing. It also integrated in its engineering programs, mandatory courses of TTS (soft skills, entrepreneur- ship, digital and green skills). OE has accredited important courses for its members, since 2002, and created the OE+AcCEdE® System in 2014, to better assure the quality of the actions accredited. This system accredits courses for universities, such as post graduations from ISEL and FCT, and for enter- prises since 8h -150h formation, for instance EPAL and Comunilog. Table of Services/Programs provided focusing on the Acquisition of Specific Skills: UPorto-FEUPs transferable skills program is grouped into 4 types, in accordance with the E4E taxon- omy. Resilience Skills group Green Skills Digital Transforma7on Skills Skills Communicanon, Conflict Management and Negonanon, Lifelong Employability, Leadership, Ethics, Philosophy Decarbonize the Building Sector to achieve Energy Sustainability, Engineering for sustainability, Challenges of sustainable development, Electrical Power Systems for the Sustainability and Energy Transinon Excel, Python, Introducnon to Roboncs, Mini projects on machine learning and control systems, Automated labouratory data acquisinon

96Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Entrepreneurship Skills Opportunines for innovanon, Strategic management of innovanon Since the academic year of 2021/22, UPorto-FEUP has registered 4.000 participations per year, in TTS courses integrated in its BS and MSc engineering programs. OE, only this year, has already accredited 12 courses and has the accreditation of more than 9 courses in progress, in the areas of facility man- agement, HVAC, railways, water and sewage building networks, safety at work, renewable energy management, etc. OE also promotes some courses in soft skills, such as communication, leadership, management, emotional intelligence and wellbeing at work, etc. To be a member of OE, it’s mandatory to attend a course in ethics. Examples of Effective Practice in Skills Acquisition: UPorto-FEUPs pedagogical model incorporates active learning approaches that favour the develop- ment of TTS such as challenge-based learning (UPorto-FEUP has created 10 TTS courses based on chal- lenges/competitions). UPorto-FEUP is also proactive in contacting industry and companies and collab- orating with them to make learning more meaningful and engaging, for example, through MSc thesis done in company settings (UPorto-FEUP has 74 active protocols with companies and 35% of its disser- tations are done in a company setting). UPorto-FEUP is focused in developing soft skills with a partic- ular emphasis on “communication and collaboration skills” (UPorto-FEUP created a mandatory 1,5 ECTS course on “Professional Communication” offered to all undergraduate students in all its engi- neering programs). TTS development can be achieved by infusing such skills in the engineering curricula, along with all other technical content of the courses program OR considering an integrating/embedded approach to TTS development by creating specific courses, in the engineering programs, devoted to develop such skills OR even the bolting-on approach with TTS learned extracurricular (UPorto-FEUP created 23 man- datory 1,5ECTS TTS courses offered in the scope of its BS and MSC engineering programs (integrat- ing/embedded approach) and 8 extracurricular/bolted-on courses where students can enrol voluntar- ily). By adopting these measures, our engineers are better prepared to face the professional landscape, being able to better adapt and face the challenges provided by technological, social and economic evolution. Our HEIs programs are increasingly more solid and balanced between soft and hard skills, providing a more solid foundation for professional engineers, that can complement their knowledge throughout their careers as needed with courses that are provided, for instance, by/through OE+Ac- CEdE® system or some of the courses/workshops organized by OE. Internationalization in the Skills Acquisition Process: Courses for the first and second cycle of studies at UPorto-FEUP are included in the curriculum of engineering BSc and MSc programs and are only offered for regular students. With a few exceptions, most are taught in Portuguese. Third cycle of studies course units are offered to PhD candidates and researchers and are, in general, taught in English. The training provided by OE is shared with the pro- fessional associations of the Portuguese-speaking countries (Cape Green, Angola, Mozambique and Brazil), allowing their members to have continuous training. Since OE is an EURACE accreditation agency, we also contribute to core engineering training at national level, such as UPorto-FEUP, IPL, ISEP and other HEIs, and at international level, through the Lusophone countries. Partnership Models: HEIs are being proactive in contacting industry and companies to collaborate with them to make the learning process more meaningful and engaging, for example, through MSc thesis done in company

97 settings. OE has a business exchange with over 200 companies, to which more than 500 CPDs have been accredited over the years. Impacts and Outcomes: Through the activities promotedby UPorto-FEUP and OE, it’s possible for students of engineering to leave university better preparedfor the demands of today’s work world, and for those engineers who are already working, it’s possibleto adjust more easily to the demands of the working world by enrol- ling in a course correspondent totheir needs that has a quality assurance from OE.

98Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 18. Integration of AR/VR Technologies into the vocational training (SK) Key Challenges: Nature of Institu- tion/Initiative: Country Region Name of Institu- tion/Initiative: URL: Focus Area of Skills Acquisition: Government or Institutional Initiatives: Contextual Snapshot: Relevance of the Focus Area: Current Status of the Focus Area: Industry-specific skills, digital skills, immer- sive technical training, soft skills, technol- ogy literacy, problem-solving Technological innovation in vocational edu- cation and training Slovakia Slovakia Integration of AR/VR Technologies into the vocational training https://www.volkswagen.sk/ https://www.virtuplex.cz/sk/ Country and/or Region - Map Digitalisation and Industry 4.0 are driving demand for new technical and digital skills. AR/VR technologies offer immersive learning that bridges the gap between theory and practical experience in tech- nical and engineering professions. AR and VR technologies are being progressively implemented in Slo- vak vocational education, with some examples in the automotive and technology sectors. Volkswagen Slovakia and Virtuplex repre- sent one of the pioneers in applying immersive technologies for practical training. • • • • High initial cost of software Need for teacher training and digital skills development Initial resistance to adoption Infrastructure and compatibility issues The Ministry of Education supports modernization via EU-funded projects and strategic partnerships, but most schools/educational organisations cover the hardware themselves with the help of ex- changing curricula and best practices through domestic and Euro- pean grants. Brief Description of the Institution/Initiative: Immersive technologies are technologies that create an immersive experience by mixing the physical world with digital or simulated reality. Immersive technologies are also called augmented reality tech- nologies. Augmented reality and virtual reality are the two main types of immersive technologies. These technologies share many of the same qualities. Their list includes virtual and augmented reality, as well as 360° video. They provide the effect of full or partial presence in an alternative space and thereby change the user experience in completely different areas.

99 Ensure minimal distractions Ability to simulate real situations, that may be difficult or impossible to replicate in traditional learning Detailed simulations are particularly invaluable for VET disciplines associated with inherent risks in the case of inadequate training or insufficient qualification. For instance, trainees can safely practice han- dling dangerous equipment, conducting surgical procedures, or piloting aircraft within a controlled virtual environment. Advantages and Challenges of Using VR and AR in Education Advantages Safe and controlled learning environment with- out the risk of real-life consequences. Ability to learn from mistakes without fear. Customised to suit individual learning needs Accessibility (easy to buy) Cost-effectiveness High engagement and motivation of trainers Challenges The need for an appropriate approach, method- ology, preparation of teachers, technical exper- tise The costs for developing the curriculum VR can be too immersive, leading to disorienta- tion or motion sickness among learners Table of Services/Programs provided focusing on the Acquisition of Specific Skills: • • • • VR/AR-enhanced dual education programs VR/AR-based simulation training for operational tasks Customer interaction and service simulations Remote collaboration and safety scenario training Examples of Effective Practice in Skills Acquisition: Volkswagen Slovakia integrates AR tools (e.g., Vuforia, Teamcenter) into its dual vocational training programs, providing real-life simulations of assembly processes and customer service scenarios. The simulations include the virtual model of the production with the possibility to work with the whole product as well as with certain details of the construction. Czech company, Virtuplex operates one of the largest VR labs in Bratislava (700 m2) and for 2022 the biggest VR lab in the world, offering immersive 1:1 scale simulation for technical training across vari- ous industries (real estate, architecture, machinery, automotive, development, etc.). Companies use the services of the VR lab for training the workers and for testing/development of the production. Internationalization in the Skills Acquisition Process: Internalization in the AR/VR utilization in VET is possible by sharing the educational programs, mod- ules and curricula, as basic hardware is very accessible and the main focus therefore is on the fulfill- ment of the education programs, which can be exchanged.

100Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Partnership Models: Educational institutions provide theoretical training, while industrial partners deliver AR/VR-based practical training, mostly with the help of specialised providers. More often, the VR/AR training centre provides hardware and software for companies and their training initiatives. For example, Virtuplex collabourates with businesses to tailor VR labs to specific industry requirements, they adapt the software for certain training and provide the space for the up- skilling and development for the clients. Impacts and Outcomes: • • • • • • • Students graduate with high readiness for digitalized work environments Companies report better-trained new hires requiring less onboarding Long-term cost savings from reduced physical lab infrastructure Strengthened partnerships between schools and industry stakeholders Increased student motivation and engagement through immersive experiences Better understanding of complex systems (e.g., car assembly, diagnostics) Scalable and customisable VR training modules adapted to sector-specific needs

101 19. Dual Education: a Bridge between Education and the Labour Market (SK) URL: Current Area: Key Challenges: Status of Focus Area of Skills Acquisition: Nature of Institu- tion/Initiative: Country Region Name of Institu- tion/Initiative: Contextual Snapshot: Relevance of the Focus Area: Government or Institutional Ini- tiatives: the Focus Slovakia Slovakia Dual education at upper secondary vocational schools – Company schools https://siov.sk/en/vzdela- vanie/dualne-vzdelavanie/uvod- dualne-vzdelavanie/ Entrepreneurial skills, industry-spe-cific knowledge, readiness for work, soft skills Policy measure Country and/or Region - Map Like many countries, Slovakia is grappling with mismatches be- tween education and the needs of the labour market. Slovakia had been making efforts to address skill mismatches be- tween education and the labour market. The dual education sys- tem was one of the approaches adopted to bridge this gap. The government and Industry and Employers stakeholders have been working to strengthen vocational education and training, align- ing it with the needs of industries to enhance employability and workforce readiness. Skills mismatch, involvement of stakeholders, connecting educa- tional measures to labour-market needs, lack of implemental knowledge, lack of practice, the negative impact of not-well- equipped classes The initiative required deep involvement of the government and relevant ministries; however, the initiative came from the part of the Employer´s associations, which lobbied for the reform. The actual system was based on the Austrian system of Dual ed- ucation, inspired partially by German and Dutch systems of VET at secondary levels. Currently, the system is being established in VET in the school sector at the secondary level. But there are already apparent in- itiatives to spread its principles also to the system of life- long learning and the Higher-education sector.

102Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Brief Description of the Institution/Initiative: VET in school education is for the most part provided by public schools. These, however, do not possess the practical industrial production know-how, since production is done mostly by private companies. This causes a significant bridge between the two sectors, which affects the preparedness of the workforce for the labour market. Dual education as such connects education with the labour market and enables the students to gain prac- tical knowledge in the real-world environment during their studies. This enables them to be better pre- pared for the challenges of engineering professions. The major outcomes of dual education include en- hanced employability, industry relevance, and the development of a skilled workforce adept at seamlessly integrating into the workforce. Table of Services/Programs provided focusing on the Acquisition of Specific Skills: Programs are provided in the study programs at secondary vocational schools, which participate in the System of Dual education (it is not mandatory). The institutionalization of the Dual Education system, based on the examples from West European countries is beneficial, especially for countries of Central and Eastern Europe, who had to overcome the economic transformation of industries and now need to implement the relevant transformation of their VET school systems to better reflect the needs of the industries and foreign investors. In other words, while Dual education anchored in legislation and at the institutional level may not be innovative in Old EU countries, it is a necessary requirement for further economic growth in new member states, and the Slovak system is in this respect most progressive and may serve as an implemen- tation best-practice in the environment of transforming economies of new member states. Examples of Effective Practice in Skills Acquisition: Dual education is a system that fosters a close partnership between education institutions and the practical sector, allowing students to gain real-world experience alongside their education. It enables swift respon- siveness to employer needs and offers students valuable knowledge and skills that are hard to simulate within the confines of a traditional classroom. Moreover, students entering the labour market already have the necessary skills that they have earned through practice. Internationalization in the Skills Acquisition Process: Internationalization can occur when educational institutions collaborate with foreign manufacturers. Partnership Models: Educational institutions design the theoretical curriculum, while employers offer practical training and workplace experience. Government agencies often play a regulatory and financial role. This collaboration ensures that students receive relevant and up-to-date skills aligned with industry needs. Employers benefit from a pipeline of skilled talent, educational institutions gain insights into industry demands, and govern- ments promote economic growth and reduced unemployment. Impacts and Outcomes: 1. With practical experience integrated into education, graduates are job-ready without requiring further educational measures. 2. Students gain hands-on experience, enabling them to apply theoretical knowledge to real-world sce- narios effectively. 3. Dual education creates a seamless transition from academia to the workforce, reducing the time and resources spent on additional training after graduation. Employers value graduates from dual educa- tion programs for their immediate readiness and ability to contribute productively from day one. 4. The close collaboration between educational institutions and the practical sector allows students to build strong networks and connections within the industry.

103 20. Sustainable Skills at the University College London (UK) Country Region Name of Institu- tion/Initiative: URL: Focus Area of Skills Acquisition: Nature of Institu- tion/Initiative: Contextual Snapshot: Relevance of the Focus Area: Current Status of the Focus Area: Key Challenges: Government or Institutional Initiatives: Sustainability UK Europe University College London https://www.ucl.ac.uk/ste- app/study/how-change-world-0 How to Change the World is a unique hands-on training programme that equips rising engineering talent with the skills to develop creative and technically robust solutions to 21st-century challenges. Creating time to fit into current teaching syllabus Institutional Initiative Country and/or Region - Map Throughout their degrees, students are taught the key technical skills they need to be leaders in their field. How to Change the World aims to teach students the skills they need to apply this knowledge to specific real-world problems in a meaningful way through scenario-based learning. Students work on open-ended problems, considering social and cultural contexts, and the different ways business and governments are motivated to engage with these changes. Active Brief Description of the Institution/Initiative: Teams of students are presented with a broad, open-ended societal challenge, ranging from issues such as supplying energy services to rural African locations, to finding solutions to congested transport systems in urban centres. All challenges are focused on real-world topics and are created in partnership with external experts, from policy, industry and the third sector. In facilitated workshops, students engage with the social, political, and economic dimensions of the problem and use frameworks that enable them to narrow the scope and produce innovative design concepts, whilst benefiting from feedback and input from external partners. On the final day, students display their work at an Innovation Showcase and pitch their concepts to a panel of experts.

104Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Examples of Effective Practice in Skills Acquisition: Students learn to: • • • • • Harness their technical capabilities to help solve grand societal challenges. Scope out and design socially, politically and economically feasible design solutions. Respond creatively and quickly to tough challenges. Communicate effectively with their peers and experts from industry and policy. Engage directly with global industry and academic experts and benefit from direct feedback. Internationalization in the Skills Acquisition Process: UCL have partnered with universities and workplaces across the globe in the roll out of this initiative Impacts and Outcomes: Since 2017 there has been a 36x increase in companies setting sustainability targets. Unfortunately, only 17% of these companies say they have employees with the skills they need to start even making progress towards reaching these targets, meaning that up to 150 million employees will need to learn sustainability skills within the next decade. Meanwhile, an additional 395 million new jobs could be created by 2030 if companies prioritise the ‘nature-positive’ solutions we know are needed. Given the accelerating demand for sustainability and green skills, it's no wonder that 84% of higher education students want much more sustainability knowledge and skills provided throughout their courses, and 70% want more sustainability-focused experiential learning!) The green transition is an opportunity for the next generation to make its mark building a more sustainable and equitable world!

105 ANNEX 2: TESTIMONIALS

106Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Dr. Astrid Petersen,31March2025 L. Possehl & Co. Ltd. Member of the SupervisoryBoard Germany Klaus Thürriedl, 6 February 2025 Chartered Engineering Consultant for Environmental Engineering and Water Management Secretary General of the European Council of Engineers Chambers Vice President of the Austrian Chamber of Chartered Engineering Consultants Austria “For quite some time we have been facing a lack of highly skilled personnel in the field of technology and engineering. The megatrends of decarbonization, digitalization and demographic change have added to the challenge. The recent decision for investments in infrastructure and security will increase the gap. The European Engineering Skills Council set up as part of “Engineers for Europe” (E4E) is an instrument to address the issue on a European level and at the same time considering national peculi- arities. This “Think Tank” represents the can-do-attitude of engineers. It brings together experts from education, industry, associations, and CPD-providers to develop short-, mid- and long-term solutions for the skills gap and skills mismatch. It thus strengthens Europe’s position as a technology hub! We must become better in attracting young people into STEM by communicating the important role of engineering and technology in solving our global challenges. At the same time, we must constantly remind engineers of their responsibility towards society! I am thrilled to be a part of this initiative and honoured to represent VDI on this Council.” “Every 5 to 7 years our basic requirements, regulations and laws and even the (sustainable) materials change completely and therefore we all have the obligation staying up to date – especially for the Green and Blue Deal. As liberal professionals with an industrial background we all need professional skills – even in business development or public relations – that’s why projects like E4E are essential for the profession.”

107 Abdul-Rashid Iddi, 28 March 2025 Leibniz Universität Hannover Institut für Mehrphasenprozesse Germany “Thank you for the opportunity to share my experience with the “Strategic Shift: Professional Develop- ment for the Engineer of the Future” course. This program’s alignment with the LifeComp Framework— particularly its focus on self-regulation, growth mindset and managing learning—provided invaluable tools for my professional growth. Most Relevant Components: Self-Regulation (P1): The modules on managing stress responses (P1.2) and nurturing resilience (P1.3) transformed how I approach high-pressure engineering projects, enabling me to maintain focus and adaptability. Growth Mindset (L1): The emphasis on embracing feedback (L1.3) and viewing learning as a lifelong journey (L1.2) reshaped my mindset during recent project reviews, where I confidently received all feedback with much more ease, thanks to my participation in this very important course. Managing Learning (L3): The strategies for goal setting (L3.2) and reflective practice (L3.3) helped me structure a personalized upskilling plan in sustainable design, bridging gaps in my technical expertise. Professional Impact: I’ve applied these competencies directly in my role—for instance, using stress-regulation techniques during critical project deadlines and leveraging feedback literacy to improve team collaboration. The course’s EU-aligned framework also deepened my appreciation for holistic engineering leadership in tackling global challenges like sustainability and digital transition. This program is a catalyst for engineers striving to balance technical excellence with personal and so- cial growth. Thank you for creating such a forward-thinking initiative!”

108Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them John de Villiers, 28 March 2025 APAC Major Project Delivery LeadJacobs Rail, Civil and Aviation Belgium Change is inevitable and the future is uncertain, so participating in and completing courses like this helps us to put a framework around how we approach this interesting, often difficult and challenging issue. In today’s dynamic and fast-paced environment, it is becoming increasingly important for Engineers at all levels to remain current with trends, innovations and changes in our industry. This process of con- tinuous and on-going development is vital for all of us in the Engineering profession. I found this course useful, interesting and helpful and highly relevant to me personally as an Engineer engaged and in- volved in the Engineering Consultancy and Construction industry as a professional Civil Engineer. Iwould certainly recommend it to others as part of their broader CPD (continuous professional devel- opment process) and as a "trigger" to constantly consider what the future holds for us and our indus- try.” “I recently completed the Engineers4Europe online course, "Strategic Shift: Professional Development for the Engineer of the Future." This is part of a series of online courses facilitated by Engineers4Europe.

109 Prof. Juan Carlos López, 31 March 2025 Universidad de Castilla-La Mancha Vice President of Spanish OfficialAssociation of Telecommunications Engineers Spain “My name is Juan Carlos López and I’m University Professor at the University of Castilla-La Mancha and also Vice President of the Spanish Official Association of Telecommunication Engineers. I have nearly forty years of extensive experience in the sector of Information and Communication Tech- nologies combining university teaching, research and project development with companies and other institutions. So, due to my dual academic and professional profile I've had the opportunity to get first- hand knowledge of the needs of the sector. I have been aware of how the skills and competencies required for engineers have evolved towards more multidisciplinary profiles. Maintaining deep technical knowledge, social skills, innovation and the ability to navigate an increasingly digital world, are now fundamental for professional success. This is why projects like “Engineers 4 Europe”, aimed at aligning training competences with the needs of companies, had to be considered essential for all the different stakeholders. All of this contributes to improving the economic, technological, but also, strategic capabilities of the European Union espe- cially at this geopolitical crucial time. I found the so-called “Skills Council” and the results presented in the “Skills Strategy” documents particularly enlightening, as they provide an essential follow up on the evolution of training needs. Moreover, the four micro-credentials resulting from the curriculum study on such relevant topics as entrepreneurship, digital, social skills and sustainability serve as a model for lifelong learning. Finally, I sincerely believe that this is a highly useful project for improving the training of future engi- neers and so allowing to reach the current most demanding skills. Thank you!”

110Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them “As representatives of the International Hellenic University, we had the privilege of hosting and sup- porting the "E4E Roadshow: Future Skills for Engineers" event at the School of Engineering on 6 March 2025. This experience was truly enlightening and reinforced our belief in the importance of such initi- atives in preparing the next generation of engineers for the rapidly evolving demands of the industry. One of the standout aspects of the event was its ability to bring together key stakeholders, including students, faculty members, industry leaders, and representatives from ENGINEERS EUROPE. The presentations and discussions provided invaluable insights into the skills that will define the future of engineering, ranging from technical proficiencies in cutting-edge technologies to soft skills that en- hance adaptability and collaboration in multidisciplinary teams. What struck us the most was the engagement and enthusiasm of the students. With over 200 partici- pants actively involved, the event created an environment where aspiring engineers could network with professionals, seek career guidance and explore skill development opportunities. The free training programs introduced through the Engineers 4 Europe (E4E) project were particularly noteworthy, of- fering a structured pathway for young engineers to enhance their competencies in alignment with Eu- ropean industry standards. The E4E initiative also plays a crucial role in equipping young engineers with essential future-ready skills. The training programs cover a diverse range of competencies, including digital literacy, sustain- ability in engineering practices, project management and innovation-driven problem- solving. By inte- grating these skills into their learning journey, students can confidently navigate the challenges of the modern workforce and contribute effectively to the global engineering landscape. We found the open Q&A session to be one of the most impactful segments of the event. Students had the opportunity to directly interact with experts, raising thoughtful questions about the future of engi- neering and how they can best position themselves for success. This level of interaction underscored the event’s role as a bridge between academia and industry, helping to close the gap between theo- retical knowledge and practical application. We wholeheartedly endorse the E4E initiative and encourage academic institutions, industry partners, and students to actively participate in similar programs. The event was a testament to the power of education, mentorship and skill-building in shaping the future of engineering. We look forward to see- ing the continued impact of this initiative and hope to contribute further to its mission in the years to come.” Prof. Dimitrios Papakostas, Dean, School of Engineering, International Hellenic University Prof. Konstantinos Diamantaras Vice-Rector, International Hellenic University Greece

111 Prof. Em. Mike Murphy, 11 April 2025 TU Dublin Ireland Majella Henchion BE MSc CEng FIE, 20 March 2025 Senior Manager, Technical Capability, Engineering and Major Projects, ESB Ireland “The Engineering Skills Council has been an important initiative as part of the Engineers 4 Europe (E4E) project. It has brought together different perspectives, different disciplines, experience levels, and dif- ferent nationalities. The structure of the Skills Council ensured participation of key academics, industry experts and engineering professional bodies. It was an excellent professional experience to engage with such an expert group, and I thoroughly enjoyed the opportunity. It was well-managed, and the diverse and positive contributions from the members of the Council made it a valuable resource for the E4E project. As is so often the case when we are in environments that enable discourse, we recognised that we have shared concerns and common goals in addressing engineering skills deficits across Eu- rope.” “It has been a growth experience to be a member of the Skills Council which is at the heart of the E4E project. The opportunity to work collaboratively with educators, professional body representatives and industry representatives from across Europe has broadened my understanding of our shared concerns in relation to the engineering skills deficits in the EU. It has also given me great hope that, if we continue to work together, we can find ways to address those deficits and ensure that Europe is well positioned to engineer our future in a sustainable and competitive way.”

112Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them António Augusto de Sousa, 3 April 2025 Associate Professor of FEUP Portugal “I followed the construction process of the E4E project proposal from the beginning when I was Vice Dean for the Pedagogical Affairs Council of FEUP (Faculty of Engineering, University of Porto, Portugal). Being FEUP, one of the leading institutions in the training of engineers, I realised that it would be essential for the institution to accept the invitation to join the project, which it did. Later and since this realisation had been confirmed, I started more direct contact with the project, becoming a member of its Skills Council. The E4E project aims to promote innovation and resilience among EU engineers by permitting them to acquire new skills. The project Skills Council has followed its development in detail and expressed its opinion on the lines of action and procedures used in the research carried out in the project context. There is now potential for the Skills Council to continue beyond the duration of the project, which would greatly help schools and professional associations to guarantee the quality of the engineers of the future, in particular by ensuring education in the EU competence frameworks (DigComp, LifeComp, EntreComp). Created by the project, the “Engineers 4 Europe Learning Platform” currently has a set of four courses designed in collaboration with renowned universities and institutions associated with the project. This is an excellent embryo for future actions, namely, creating new courses with other trends and topics. The next few years will be challenging for the practice of engineering in general; new technologies are beginning to change procedures and working methodologies and consequently, it is vital that new courses come to light to promote quality lifelong education in the engineering fields. With my experience in the pedagogical management of an important engineering school and as a member of the E4E Skills Council, I see the results obtained by the project as being of enormous value. Therefore, the information gathered must be passed on to professional associations and - directly or indirectly - to engineering schools. This is necessary to ensure its applicability in training new engineers and more importantly, in their lifelong learning.”

113 António Morgado André, 24 April 2025 Civil Engineer - PhD Managing Partner Protecna Portugal “I hereby wish to testify to the importance of the short courses offered by the E4E program in the context of lifelong learning, particularly for engineers who have been active in the profession for many years. In a professional environment that is constantly evolving, where technical and technological demands advance at an accelerated pace, the need for continuous knowledge updating has become essential. However, many experienced professionals face challenges such as lack of time or difficulty balancing training with intense work responsibilities. It is precisely in this context that the E4E short courses prove to be of invaluable importance. With a manageable workload of approximately 12 hours, and the possibility of being completed mainly online, these courses offer a practical and efficient solution for updating in Digital, Green, Life and Entrepreneurial skills. They allow engineers in practice to acquire new knowledge, stay abreast of sec- tor innovations and remain competitive in the job market, all in a flexible and accessible manner. More than simple learning moments, these E4E courses serve as strategic tools for promoting profes- sional engagement and enhancing careers of those who have already achieved significant experience, recognizing the importance of lifelong learning. Therefore I strongly recommend the E4E short courses to all engineers who wish to stay updated and prepared for increasingly demanding challenges of the future.”

114Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them Anna Sládeková, 22 April 2025 School Network Manager Deutsch-Slowakische Akademien Slovakia Ing. Jaromír Murcinko, PhD., 22 April 2025 Head of Technical Department, Súkromná stredná odborná skola DSA Trebisov Slovakia “As head of the technical department, I found the E4E DigiComp course to be clear, practical, and rel- evant to our school’s needs. It strengthened my understanding of digital skills and gave me concrete ideas for integrating them into vocational training. I recommend it to any teacher who wants to stay up to date with digital education.” “As a school network manager, I believe that continuous professional development is essential, espe- cially in today’s fast-changing digital world. That’s why I decided to complete the E4E DigiComp course. The experience was eye-opening. The course provided a clear introduction to key areas of digital com- petence – from online safety and digital communication to critical thinking and responsible content creation. I appreciated how closely the curriculum follows the European DigComp framework, making it highly relevant and applicable in our educational environment. It gave me fresh ideas for improving digital education in our school and inspired me to encourage our teachers and students to follow the same path. I recommend this course to educational leaders. It’s a smart, accessible way to build confidence in digital skills – something we all need to support the next generation.”

115 ANNEX 3: E4E DISSEMINATION EVENTS (SEPTEMBER 2022 – MAY 2025)

116Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them 1. 2. 3. 4. 9. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. E4E 1 Consortium and Kick-Off Meetingst ENGINEERS EUROPE WG Future Engineers ENGINEERS EUROPE General Assembly Meeting at CNI Fifth World Congress of Education E4E 1st Consortium and Kick-Off Meeting ENGINEERS EUROPE WG Future Engineers ENGINEERS EUROPE General Assembly Meeting at CNI73 E4E 2 Consortium and 1st European Engineering Skills Councilnd EU STEM Coalition General Assembly WFEO World Engineers Convention74 Joint International Conference EUCEET /AECEF75 76 Fifth World Congress of Education Technical University München: EuroTeQ Presidential Strategy Forum DAAD Erasmus Mundus Conference77 Conference of the CAAAE78 ENISE Erasmus Mundus Joint Master79 EU STEM Coalition: “STEM for the Future of Europe” WFEO World Engineering Day E4E 3rd Consortium Meeting OAV : “Engineering the Future”80 ENGINEERS EUROPE WG Future Engineers E4E 2nd European Engineering Skills Council Meeting IACEE World Conference on Continuing Engineering Education ENGINEERS EUROPE General Assembly 81 SEFI Deans Convention82 E4E Dissemination Event: “Competences in Engineering” E4E Dissemination Event: “Global Environmental Problems – Part I” UEEIV : “The future of Railway Interoperability”, Railway Forum 202483 Brussels, 22-23 September 2022 Brussels, 9 February 2023 Cannes, 9 June 2023 Rome, 28 June 2023 Sapporo, 15-17 November 2023 Brussels, 22-23 September 2022 Brussels, 9 February 2023 Cannes, 9 June 2023 Rome, 28 June 2023 Brussels, 21-22 September 2023 Amsterdam 25 September 2023 Prague, 11-13 October 2023 Pisa, 19-20 October 2023 Sapporo, 15-17 November 2023 München, 22 November 2023 Brussels, 30 November 2023 Almaty, 8 December 2023 Saint-Etienne, 5 February 2024 Brussels, 29 February 2024 Lisbon, 4 March 2024 Madrid, 14-15 March 2024 Hamburg, 15 March 2024 Brussels, 16 April 2024 Brussels, 16-17 May 2024 Comillas, 20 May 2024 Dublin, 31 May 2024 Sheffield, 12-14 June 2024 Lisbon, 17 September 2024 Bratislava, 7 November 2024 Sofia, 8-9 November 2024 73 74 75 76 77 78 79 80 81 82 83 CNI, Consiglio Nazionale Ingegneri WFEO, World Federation of Engineering Organisations EUCEET, European Civil Engineering Education and Training Association AECEF, Association of European Civil Engineering Faculties DAAD, Deutscher Akademischer Austauschdienst CAAAE, Central Asian Association for Accreditation of Education ENISE, Ecole Nationale d’Ingénieurs St.-Etienne OAV, German Asia-Pacific Business Association IACEE, International Association for Continued Engineering Education SEFI, European Society for Engineering Education UEEIV, Union of European Railway Engineer Associations

117 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. DEFI : “Which and How Many Engineers for Tomorrow”84 E4E 4 Consortium and 3 Skills Council Meetingth rd E4E Dissemination Event: „Kompetenzen für die Ingenieur*innen der Zukunft“ 20 Birthday Celebration of the EESCth 85 E4E Dissemination Event: “Future Skills for Engineers – Part I” E4E Dissemination Event: “Empowering Engineers: Bridging Competency and Lifelong Learning for Professional Excellence” H/Advisors opening event: “The Future of Europe” UK Embassy: “UK-EU Trade and Cooperation Agreement”, Meeting with UK Minister of Trade, Mr. Douglas ALEXANDER E4E Dissemination Event: “Future Skills for Engineers – Part II” E4E Dissemination Event Engineers: “Sustainability Competences – or Nurture?” ENGINEERS EUROPE WG Future Engineers CNPI : “Reform of the professions and the role of technical professionals”86 E4E Dissemination Event: “Engineering the Future Engineer” ACA : “The Future of Europe = The Future of Erasmus+”87 E4E Dissemination Event: “Global Environmental Problems – Part II” Nature Brussels, 27 November 2024 Berlin, 5-6 December 2024 Berlin, 6 December 2024 Brussels, 11 December 2024 Athens, 17 December 2024 Mechelen, 6 February 2025 Brussels, 18 February 2025 Brussels, 24 February 2025 Thessaloniki, 6 March 2025 Dublin, 27 March 2025 Eindhoven, 8-9 April 2025 Brussels, 10 April 2025 Prague, 11 April 2025 Brussels, 29 April 2025 Bratislava, 30 April 2025 84 85 86 87 DEFI, Conférence des Directeurs des Ecoles Françaises EESC, European Economic and Social Committee CNPI, Consiglio Nazionale dei Periti Industriale ACA, Academic Cooperation Association

118Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or EACEA. Neither the European Union nor the granting authority can be held responsible for them ENGINEERS CHANGE THE WORLD. THEY COME FROM DIVERSE BACKGROUNDS AND WORK IN MANY FIELDS, FROM SATELLITES TO SURGERY. SOME IMPROVE BILLIONS OF LIVES AROUND THE WORLD. THEIR IMPACT CANNOT BE UNDERESTIMATED. ENGINEERS USE PRECISION, VISUALISATION, CONNECTION AND CREATIVITY TO FIND SOLUTIONS TO GLOBAL CHALLENGES. THEY PRACTISE WAYS OF THINKING THAT ANYONE CAN USE. BY THINKING LIKE AN ENGINEER, YOU CAN CHANGE THE WORLD TOO.

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