Abstract:

Over the past decade, higher education in mechanical and naval engineering has faced a profound shift in the competence profile expected from graduates. Traditionally, employers in engineering industries have demanded that students complete their studies with strong operational readiness, particularly extensive software proficiency and the ability to perform job-specific tasks immediately upon employment. This approach positioned universities as training grounds for technical specialisation rather than environments for developing broad professional capabilities.

Today, however, employer expectations increasingly prioritise adaptability, interdisciplinary awareness, communication skills and the capacity for rapid learning over mastery of specific engineering software. Engineering companies report that most digital tools and workflows can be learned within two to three months of employment, reducing the relevance of early technical specialisation within university curricula. As a result, the emphasis has shifted toward fostering wide-ranging knowledge, systems thinking, collaborative competencies and socio-emotional skills that enable graduates to operate effectively within dynamic, cross-disciplinary and technologically evolving environments.

This paper presents an analysis of these changing competence paradigms and discusses their implications for curriculum design, pedagogical approaches and university-industry cooperation within technical faculties. It highlights the need to balance foundational engineering knowledge with transferable skills and to create learning environments that support adaptability, innovation and long-term employability. The study contributes to ongoing discussions on skill needs in the labour market, the evolving relationship between higher education and industry and the future role of engineering programmes in preparing graduates for uncertain and rapidly changing professional contexts.

Keywords:

Engineering education, competence paradigm, employability, curriculum design, university-industry cooperation.