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

1. Adiguzel, T., de Vries, E., & Jing, L. (2023). AI-enabled adaptive tools for inclusive higher education: Opportunities and policy recommendations. Education and Information Technologies, 28, 9983–10002. https://doi.org/10.1007/s10639-023-11789-x

2. Akash, R., & Suganya, V. (2024). Bridging the gap between industry needs and student skills for quality education through sdgs: An industry-academia collaboration in curriculum development. Journal of Lifestyle and SDGs Review, 4(4), e03616. https://doi.org/10.47172/2965-730x.sdgsreview.v4.n04.pe03616

3. Akinwalere, S. N., & Ivanov, V. (2022). Artificial intelligence in higher education: challenges and opportunities. Border Crossing, 12(1), 1-15. https://doi.org/10.33182/bc.v12i1.2015

4. Alenezi, H. (2023). Sustainable artificial intelligence adoption for inclusive university education. Sustainability, 15(12), 9880. https://doi.org/10.3390/su15129880

5. Annan-Diab, F., & Molinari, C. (2017). Interdisciplinarity: Practical approach to advancing education for sustainability and for the Sustainable Development Goals. The International Journal of Management Education, 15(2), 73–83. https://doi.org/10.1016/j.ijme.2017.03.006

6. Biggs, J. B., & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). McGraw-Hill Education.

7. Blake, J., Sterling, S., & Goodwin, E. (2013). Addressing the interdependence between education and sustainability: A global survey of sustainability education initiatives. Environmental Education Research, 19(3), 409–424. https://doi.org/10.1080/13504622.2012.692048

8. Boyatzis, R. E. (1982). The competent manager: a model for effective performance. John Wiley & Sons.

9. Department of Education and Training of Western Australia. (2004). Competency framework for teachers. Government of Western Australia. Accessed October 15, 2025, from https://www.education.wa.edu.au/web/policies/-/competency-framework-for-teachers

10. EbrahimNejad, H. (2017, June), A Systematized Literature Review: Defining and Developing Engineering Competencies Paper presented in 2017 ASEE Annual Conference & Exposition. https://doi.org/10.18260/1-2--27526

11. European Commission. (2025). Digital education action plan 2021-2027: Reimagining education for the digital age. European Commission. Accessed October 15, 2025, from https://education.ec.europa.eu/focus-topics/digital-education/actions

12. Fadel, C., & Trilling, B. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.

13. Garrison, D. R. (2003). E-learning in the 21st century: A framework for research and practice. London: Routledge.

14. Grierson, E., & Munro, M. (2018). Teaching interdisciplinarity for sustainability: Using creative strategies to develop students’ capacity for social change. Environmental Education Research, 24(9), 1295–1310. https://doi.org/10.1080/13504622.2017.1377157

15. Holgaard, J. E., Nielsen, K. F., Hansen, O. R., & Madsen, L. B. (2016). Teaching sustainability using project‐organized problem‐based learning. Journal of Cleaner Production, 122, 386–397. https://doi.org/10.1016/j.jclepro.2015.10.124

16. Khan, M. L., Gligorea, S., & Sorensen, C. (2022). Predictive analytics and AI in higher education: Applications and ethical considerations. Journal of Educational Computing Research, 60(5), 1243–1268. https://doi.org/10.1177/07356331211052395

17. Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.

18. Liu, J., Watabe, Y., & Goto, T. (2022). Integrating sustainability themes for enhancing interdisciplinarity: a case study of a comprehensive research university in Japan. Asia Pacific Education Review, 23(4), 695-710. https://doi.org/10.1007/s12564-022-09788-z

19. McClelland, D. C. (1973). Testing for competence rather than for "intelligence." American Psychologist, 28(1), 1-14. https://doi.org/10.1037/h0034092

20. Mertens, D. M. (2004). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (second edition). Sage Publications.

21. National Society of Professional Engineers. (2013). Professional engineering body of knowledge. National Society of Professional Engineers Website. Accessed January 7, 2025. Retrieved Jun. 1, 2025, from https://www.nspe.org/resources/licensure/resources/professional-engineering-body-knowledge

22. OECD. (2021). Engineering skills for the future: Ethics, AI adoption, sustainability and global competency frameworks (Policy Paper No. 35). OECD Publishing. https://doi.org/10.1787/8f80f202-en

23. Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582–599. https://doi.org/10.1007/s40593-016-0110-3

24. Rotherham, A. J., & Willingham, D. T. (2009). 21st century skills: The challenges ahead. Educational Leadership, 67(1), 16-21.

25. Salmon, G. (2013). E-moderating: The key to teaching and learning online (3rd ed.). Routledge.

26. Shah, P. (2023). AI and the future of education. Jossey-Bass.

27. Strielkowski, W., Grebennikova, V., Lisovskiy, A., Rakhimova, G., & Vasileva, T. (2025). AI-driven adaptive learning for sustainable educational transformation. Sustainable Development, 33(2), 1921-1947. https://doi.org/10.1002/sd.3221

28. The Royal Academy of Engineering. (2007). Educating engineers for the 21st century. Royal Academy of Engineering Website. Accessed Feburary 1, 2025, from https://raeng.org.uk/media/rdjje5xo/educating_engineers_21st_century.pdf

29. Wankat, P. C., & Oreovicz, F. S. (2015). Teaching engineering, second edition. Purdue University Press.

30. Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – Where are the educators? International Journal of Educational Technology in Higher Education, 16(39). https://doi.org/10.1186/s41239-019-0171-0