Practitioner perspectives on developing professional competencies in engineering education in South Africa

The development of professional competencies is central to preparing engineering students to develop solutions for global challenges. It has been argued that this requires a holistic, integrated curriculum supported by transformative pedagogies. This study explores how professional competencies are developed and assessed in South African engineering curricula, and the possibilities for an integrated curriculum, through focus groups and individual interviews. The findings indicate that while professional competencies are acknowledged, they are rarely explicitly taught or systematically assessed. They are frequently marginalised by limited early exposure in the curriculum, fragmented placements, and significant confusion about the meaning of integration. Accreditation requirements are often misunderstood, reinforcing a compliance-driven rather than developmental approach. Despite these challenges, some success stories emerge, particularly from institutions with strong industry connections and work-integrated learning models. The study provides several recommendations for integrating professional competencies more effectively into engineering curricula.