From Generalist to Specialist: Quantifying the Structural Evolution of Mechanical Engineering Curricula Using a Domain‐Aware Fuzzy‐Vector Model

ABSTRACT The global demand for advanced technological competencies is driving a structural transition in engineering curricula from broad generalist education to specialized tracks, making precise curriculum auditing essential. However, traditional scalar credit‐counting methods are limited by the “Equifinality Paradox,” as they fail to capture the directionality of competency support and obscure underlying domain substitutions. To address this limitation, we propose a Domain‐Aware Fuzzy‐Vector Space Model (DA‐FVSM) that projects qualitative syllabus descriptions into a 12‐dimensional competency vector space. Applying this analytical framework to a 5‐year longitudinal data set (2021–2025) of a Mechanical Engineering program, we quantitatively map its structural evolution. Empirical results reveal a substantial topological shift, characterized by a Spectral Drift Angle of and an inverted Inter‐Domain Shift Ratio (). These geometric metrics mathematically confirm a fundamental disciplinary reorientation from classical continuum mechanics to microelectronics. Furthermore, a significant increase in the Curriculum Anisotropy Index ( from 0.12 to 0.42) validates the structural transition toward a highly specialized model. The proposed DA‐FVSM provides a rigorous mathematical framework to translate scalar credit data into high‐resolution topological insights, enabling evidence‐based governance of the generalist‐specialist trade‐off.