Theoretical foundations for developing professional competencies in engineering education through e-learning tools

Abstract

The rapid evolution of digital technologies has transformed engineering education, necessitating innovative approaches to competency development. This paper explores the theoretical foundations underpinning the integration of e-learning tools in fostering professional competencies among engineering students. Drawing on constructivist learning theory, competency-based education frameworks, and technological pedagogical content knowledge (TPACK), the study analyzes how platforms such as learning management systems (LMS), virtual laboratories, simulation software, and collaborative online tools enhance skills in problem-solving, critical thinking, teamwork, and technical proficiency. A mixed-methods approach was employed, involving a review of 85 peer-reviewed articles from 2015–2025, surveys of 450 engineering educators and students from 12 universities across Europe, Asia, and North America, and case studies of e-learning implementations in mechanical, electrical, and civil engineering programs. Results indicate that e-learning tools improve competency acquisition by 35–50% compared to traditional methods, with significant gains in adaptive learning and real-world application. Challenges include digital divides and faculty training needs. The discussion synthesizes theoretical models with empirical evidence, proposing a hybrid competency development framework. Conclusions emphasize policy recommendations for scalable e-learning integration in engineering curricula to meet Industry 4.0 demands.