Competency-based education focuses on allowing learners to acquire certain competencies, and learning no longer has fixed timelines. The pace of learning is flexible and self-directed as students only move up in order, after indicating an appropriate level of understanding in a certain competency. CBE approaches theoretical frameworks and practical applications, hence highly applicable in engineering education, and also encourages problem-solving, analysis, and dealing with real problems, which prepares students for the professional world. With such assessments, skill mastery is achieved through project-based and industry settings.

In engineering, a competency-based curriculum expands students’ workplace opportunities and innovativeness which assists them in the job market and possesses the ability to resolve complex issues. CBE emphasizes a student-centered approach to learning, enabling students to focus on areas where they need improvement while moving forward in areas of strength. It enhances learning practices critical for keeping up with changing technologies. By integrating interdisciplinary knowledge, a competency-based curriculum nurtures creativity and innovation among engineering students. It further enables collaboration with industry partners, hence relevance and applicability in the real world.

Joseph Emmanuel, director (Academics), CBSE said "The competency-based questions will be source-based and case-based, assertion and reasoning questions. By attempting more competency-based questions, the higher-order thinking skills, conceptual understanding, attainment of learning outcomes, and the ability to apply concepts in real-life scenarios, students will be qualitatively measured”.

The Role of CBC in Engineering

Competency-based education in engineering concentrates on learning outcomes that emphasize theoretical knowledge and workplace competence in applying those theoretical concepts. By applying theoretical knowledge to practical tasks, engineering students are more prepared for the job than other students who completed traditional time-based programs. Engineering is instinctively practical and employers seek graduates who can solve complex, high-level real-world problems. Competency-based education fills this gap, by competencies clearly stated to match directly with industry demands, hence assuring the preparation of students for the work environment. CBE allows students to develop engineering principles by applying knowledge in project-based assessment and real-life situations which improve a student's critical thinking and problem-solving abilities. CBE programs incorporate soft skills like teamwork, communication, and leadership into the curriculum which makes graduates technically competent and promotes interpersonal skills enough to thrive in collaborative environments.

Furthermore, CBE encourages ongoing development in the mastery of new competencies which leads graduates to be productive in their careers. Experiential learning through internships, co-op programs, and industry collaborations guarantees that students leave with relevant work experience highly valued by potential employers and it focuses on the effective integration of digital tools and emerging technologies into the learning process. Students engage in innovations through simulation and virtual labs that set a new pace in the engineering profession. Competency-Based Curriculum allows modular structures where learners specialize in core areas of interest, developing their expertise in areas of high demand. This sets the graduates apart in skill, which allows them to be of value on cutting-edge projects and further develop innovations in areas of specialization.

Prof Prakash Singh, Vice Chancellor (VC), DCRUST said, “It aims to not only enhance technical skills of students and faculty, but also strengthen collaboration between the automotive industries and prepare engineers for the industry who have the latest knowledge and know-how”.

Challenges to CBE Adoption in Engineering

Higher education has traditionally been structured and implementing a CBE is a transformative change in engineering. The restriction to CBE is the resistance to change among faculties and administrators who adopt the traditional systems of education on a time-based approach. The challenge for instructors is shifting teaching methodologies and assessment strategies to align with the competency-based approach that involves constant student assessment of mastery in project-based tasks and practical assessments. Besides, CBE involves changes in academic progress from course completion measured by grades to discrete measures of mastery of skills and competencies. This shift necessitates elaborate faculty training and the development of new assessment instruments, which is resource-intensive. Implementation of CBE requires infrastructure for Competency-based education. Traditional systems of engineering education are fixed course schedules, standardized testing, and academic semesters which demand restructuring to accommodate a competency-based education. It involves huge investments in digital platforms, virtual labs, and learning management systems capable of tracking student achievement at the level of competencies. Moreover, institutions rethink the processes for accepting the traditional time-based systems and build new frameworks that measure the mastery of students in skills.

Engineering Education: The Way Forward

Engineering education will be conducted along the lines of general moves toward competency-based models, meeting the demands of students and the industry. For this to be successful, the institutions would have to invest in infrastructure, faculty development, and technology capable of supporting personalized learning experiences. Faculty training in new methodologies will center on skill mastery and project-based assessments. Digital learning platforms will further be developed to allow flexibility in the student-centered approach to learning, with options to adapt to individual students' pace and needs. Strong collaboration between academia and professional leadership is important to ensure that the developed competencies meet the demands of the current and future workforce. Engineering programs will have to change accordingly with the industries' alteration of pace, to qualify students with appropriate skills to solve emerging challenges. This interaction will result in current curriculums and forward-looking, hence qualifying the graduates not only to solve today’s problems in engineering but also the problems encountered in the future. In this regard, CBE should perform as a foundation for engineering education, responding to the challenges of graduating into a rapidly changing world.