Engineering in the age of Artificial Intelligence: complexity and transdisciplinarity

The transition from the Industrial Society to the Knowledge and Information Society has been propelled by the exponential growth of knowledge, catalyzed by advancements in computing, communication technologies, and the increasing density of human interactions in fundamental research. This shift has triggered a profound transformation in the technical-scientific paradigm, necessitating a reevaluation of the foundational principles that underpin engineering thought and practice. This paper analyzes the contextual factors driving this paradigm shift within the Noosphere, identifies the primary domains in which engineering is expected to contribute to global societal evolution, and examines the implications for educational methodologies, with a particular focus on pedagogy, andragogy, and heutagogy.