Proposed a Conception of Pedagogical Competencies for Engineering Educators

A faculty member in the College of Engineering possesses a dual role, aiming to prepare learners (engineers) for the job market in general while focusing on equipping them with the necessary competencies, including technical, personal, and pedagogical skills, to qualify them for the world of work and industry. This study aimed to develop a proposed concept of pedagogical competencies for faculty members in the College of Engineering to empower them to have a positive impact on their engineering students' learning and the development of their engineering abilities. To achieve this goal, an analytical and developmental approach was employed. The Delphi technique was adopted to ensure the consensus and stability of the competencies. Experts from two Palestinian universities and from the faculties of Engineering and Education at these universities participated in this process. The study identified a set of essential pedagogical competencies for faculty members in the College of Engineering, totaling 32 competencies. These competencies were categorized into four main areas, including planning and designing teaching processes, implementing learning and teaching processes, designing learning environments, and assessing and evaluating learning processes. Based on these findings, a proposed Conception of Pedagogical Competencies for Engineering Educators was formulated. The researchers recommended the engineering colleges to adopt these competencies to train faculty members and monitor their pedagogical performance alongside their professional performance.