The unprecedented dynamics of global technological development require 21st-century engineers to possess not only deep technical expertise but also a multifaceted set of innovation competencies. While higher education institutions are increasingly committing to fostering a culture of innovation, there is often a lack of conceptual clarity regarding which theories and competencies are most relevant to engineering curricula. This scoping review examines the landscape of innovation theories and innovation competencies in engineering education, identifying the main theoretical perspectives and their implications for curriculum and pedagogical design. Co-occurrence analyses indicate that many studies emphasise competencies such as collaboration, creativity, strategic thinking, and problem-solving. The findings suggest that engineering innovation is a multifaceted phenomenon encompassing the creation of novel and useful products, the adoption of new managerial and organisational practices, and the deliberate development of innovation competencies in both students and professionals. Overall, the review indicates that engineering education must move beyond “black box” technological approaches toward experiential and multidisciplinary models and provides an analytical basis for linking innovation theories with the development of innovation competencies and curriculum design.
Diaconu et al. (2026) studied this question.