Exploring The Transformative Potential of Pan-European Networks to Enhance the Continuing Engineering Education Ecosystem

Research Paper Recommended citation: Caratozzolo, P., Smith, C. J. M., Gomez Puente, S. M., Nørgaard, B., & Urenda Moris, M. (2025). Exploring The Transformative Potential of Pan-European Networks to Enhance the Continuing Engineering Education Ecosystem. In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17631347. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. EXPLORING THE TRANSFORMATIVE POTENTIAL OF PANEUROPEAN NETWORKS TO ENHANCE THE CONTINUING ENGINEERING EDUCATION ECOSYSTEM P. Caratozzolo a,1, C.J.M. Smith b, S.M. Gomez Puente c, B. Nørgaard d, M. Urenda Moris e a Tecnologico de Monterrey, Mexico City, Mexico, 0000-0001-7488-6703 b Glasgow Caledonian University, Glasgow, United Kingdom, 0000-0001-5708-6341 c Eindhoven Univ. of Technology, Eindhoven, Netherlands, 0000-0003-3714-0843 d Aalborg University, Aalborg, Denmark, 0009-0002-7331-0854 e Uppsala University, Uppsala, Sweden, 0000-0001-5100-4077 Conference Key Areas: Continuing Engineering Education and life-long learning in engineering; Engineering skills, professional skills, and transversal skills Keywords: Continuing Engineering Education; collaboration; life-long learning; PanEuropean network. ABSTRACT The contemporary engineering sector is under pressure to evolve rapidly to keep pace with technological advancements and shifting societal demands, which in turn require a responsive education system. This study examines how a Pan-European Continuing Engineering Education (CEE) ecosystem could be built through systemic collaboration across academia, industry, and policy. Drawing on case studies, stakeholder dialogues, and a design-led bootcamp, the research reveals that current fragmentation in CEE is not only structural but also conceptual and cultural, rooted in discipline-bound logics and legacy governance. The study identifies essential drivers for change and collaborative actions that academia, industry, and professional bodies must undertake to foster a dynamic learning environment conducive to ongoing professional development. It argues for a shift toward interdisciplinary, platform-enabled learning frameworks that are adaptable, inclusive, and aligned with Europe’s digital and sustainability transitions. The paper calls for CEE to be positioned as a catalyst for societal resilience, advocating a cultural shift from siloed excellence to shared responsibility and lifelong learning. It proposes a forwardlooking model of CEE that embeds innovation, ethical awareness, and distributed collaboration at the core of engineering practice for the 21st century. 1 Corresponding Author P. Caratozzolo [email protected] 1 INTRODUCTION The engineering sector is evolving rapidly, requiring a modernized Continuing Engineering Education (CEE) ecosystem to keep pace with technological advancements and shifting societal needs. Traditional educational pathways alone are no longer sufficient to equip engineers with all the skills required for a lifetime in this century’s complex professional environment; a robust CEE framework is essential to ensure that practicing engineers remain at the forefront of innovation (Kimmel et al., 2022). This study examines the potential of a Pan-European network to strengthen CEE by addressing critical gaps in current models, such as modular and stackable credential models, Work-integrated learning (WIL), and industry partnerships; Competence-based Education (CBE); and University-industry collaborative platforms (Díaz Lantada, 2020). It draws on insights from a 2024 COST Action proposal, which outlines strategic initiatives to enhance professional development across Europe (European Cooperation in Science and Technology, 2025). Today’s engineering landscape demands cross-disciplinary collaboration, where engineers work alongside professionals from diverse fields to tackle complex challenges. Upskilling and reskilling in key areas, such as green technologies, artificial intelligence, and digital transformation, are essential for maintaining competitiveness and driving sustainable development (European Commission, 2023). However, existing CEE approaches are often fragmented and lack a coherent, structured strategy, limiting their impact on workforce adaptability and innovation (EPALE, 2023). Common drivers do exist for CEE (post-Bachelors learning) - from pan-European policy (European Commission, 2025), from Professional Engineering Associations (Engineers Europe, 2022), and there is potential for cross-border recognition through the European Qualifications Framework (EQF), however, fragmentation occurs in how these drivers are enacted at an individual level (required or voluntary CEE, so extrinsic or intrinsic motivation), at a company level (support for and recognition of CEE), and a lack of systematic organization of different CEE offerings within and across national borders. This study identifies the key drivers and collaborative actions necessary to transform CEE into a more effective and integrated system. It explores how academia, industry, and professional bodies can collaborate to create a dynamic learning environment that supports ongoing professional development. By aligning with Europe’s broader educational and professional objectives, this paper proposes a forward-thinking approach to CEE—one that is adaptable, inclusive, and deeply embedded in modern engineering practices. The research question was: What are the key drivers and required collaborative actions that individuals must take for CEE to create a transformative impact on society? The paper first explores theoretical perspectives in collaboration before reviewing the prior art related to the desired transition. The findings follow the methodology section, preceding the discussions and conclusions. 2 THEORETICAL CONSIDERATIONS IN COLLABORATION Collaboration is an essential facet of modern work, whether within a single workplace or across institutional boundaries, reflecting that collaboration can occur at all levels, from individual to inter-governmental. Specifically, collaboration is viewed as a vital contemporary practice in research, innovation, creativity, and interdisciplinary work. Collaboration is viewed as a process that benefits from the constructive input of diverse groups within agreed-upon norms and guidelines. So, the outputs result from mutually beneficial behaviours of individuals. Castañer and Oliveira (2020) highlight in their systematic literature review that effective collaboration involves negotiation of roles and responsibilities, as well as social order, and joint learning and problemsolving. Additionally, a key implication from their review is that collaboration involves helping others achieve shared goals. Collaboration also occurs between individuals, resulting in the formation of groups and teams. In terms of the research question, then teams as a concept are more relevant, as this is about sustainable transformation. The UK Chartered Institute of Professional Development (CIPD) has published a recent evidence review on high-performing teams (CIPD, 2023). This review highlighted the following factors being important in high-performing teams: a) intra-team trust (mainly when the team works virtually, they rely on each other to complete tasks, when responsibility is distributed across the team, and when the team has different specialist knowledge and skills), b) psychological safety; c) social cohesion and the contribution of team size (smaller teams being typically better); d) shared mental models and e) mutually agreed goals. A model of collaborative learning among expert teams is the Learning Communities of Practice (LCoPs), defined as structured professional groups where participants with a shared domain of interest regularly interact to improve their practice through collaboration, reflection, and shared learning. LCoPs are characterized by three interrelated constructs: the domain (shared interest or area of expertise), the community (relationships and mutual engagement among members), and the practice (the body of knowledge, tools, and experiences shared and developed through interaction). These constructs provide a foundation for effective collaborative learning and innovation. This study employs the LCoPs framework as a lens to analyze collaborative initiatives, such as the SEFI CEE network and the 2024 Bilbao bootcamp. These initiatives exemplify LCoPs in action, bringing together experts across disciplines and institutions to share insights, build shared practices, and codevelop strategies for improving CEE. Our analysis builds on the theoretical foundations of LCoPs to interpret how these collaborative settings foster professional development and systemic transformation (Blankenship & Ruona, 2007; Townley, 2020). 3 PRIOR ART AND CONCEPTUALISING THE CHALLENGES Current State of CEE: Traditional CEE has relied mainly on periodic technical training, which is often disconnected from the broader challenges that engineers face (Baukal, 2022). However, as the industry adapts to digitalization, automation, and sustainability transitions, engineers must develop continuous learning habits (Chakrabarti et al., 2020). Additionally, a fragmented educational landscape exists within Europe and its nations, characterized by disparities in access to high-quality training and education that result in skill gaps across regions and sectors. This fragmentation limits workforce adaptability, weakening the engineering sector’s ability to respond to industry shifts and societal needs (Leesakul et al., 2022). Additionally, the increasing Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) of modern engineering demands broader competencies, such as systems thinking, interdisciplinary collaboration, and ethical decision-making. Initiatives such as Engineers4Europe (2025), country/sector approaches (e.g., Poschaukoa et al., 2024), approaches to support progress towards UN SDGS (Chakrabarti et al., 2021) and government led approaches highlight what is possible. Regrettably, within Europe the lack of an integrated ecosystem (co-ordinated system coherently bringing stakeholders together) is hindering the pace of innovation and progress (GomezPuente et al., 2022). Desired Future State of CEE: A significant challenge in redefining CEE is embedding lifelong learning into professional careers. Currently, CEE is often treated as an optional extension of formal education rather than an integral part of career progression (Mejía-Manzano et al., 2022). The lack of structured integration in existing CEE programs leads to missed opportunities for professional growth and innovation. Furthermore, the Green and Digital Transitions demand new educational strategies that incorporate environmental sustainability, digital competencies, and ethical considerations (Bianchini et al., 2023). Bridging the Gap: A Collaborative Approach. Addressing the gap between current CEE models and industry needs requires a coordinated effort among academia, industry, and professional bodies. As outlined in this paper, stronger partnerships between these stakeholders can drive education models that align with real-world demands and enhance the professional development of both engineers and non-engineers. By ensuring that all engineers, regardless of geographic or economic barriers, have access to continuous professional development, Europe can strengthen its engineering workforce to remain globally competitive (He & Chand, 2024). To conclude, redesigning CEE to be collaborative, interdisciplinary, and inclusive is essential for preparing engineers to tackle 21st-century challenges. 4 METHODS AND APPROACHES Our methodology reflects the collaborative approach used to help frame and specify the COST Action 2024 proposal, specifically to provide a holistic view of the educational landscape and to identify potential avenues for transformative impacts on engineering practices and society. An explorative, sequential, multi-method, qualitative approach is adopted to examine the current complexities of CEE and LLL within the engineering sector. This approach combines a desktop study that synthesizes the learning from the authors’ collaborations to date, with a qualitative analysis of themes based on a multi-stakeholder bootcamp to develop a comprehensive understanding of the drivers required for transformative change in the CEE ecosystem. Figure 1 illustrates the timeline of the exploratory and desktop study, which analyzed the drivers of CEE, including factors influencing collaborative activities, as well as recent studies, policy documents, and existing educational frameworks. The aim was to map the current state of CEE across Europe, identifying gaps, challenges, and best practices. An innovative component of our methodology includes the outcomes from an international bootcamp organized with participants from various industry sectors in October 2024 in Bilbao, Spain. The bootcamp employed an agile methodology that combined teamwork, equity, partnership, active learning templates, and generative AI technology. The activities designed for the sessions focused on real-world problem-solving, interdisciplinary collaboration, and the development of new educational tools and approaches (Institute for the Future of Education (Institute for the Future of Education, 2024). All invitees contributed to these topics in a workshop format, where the outputs were synthesised perspectives from the participants. Limitations of this research reflect the non-probabilistic sampling strategy, so generalisability may be limited, although care was taken to have as wide as coverage as possible. The review of literature could be enhanced using evidence synthesis methods. The results below are a synthesis that identifies drivers, key stakeholders, and required collaborative actions. Fig. 1. Exploratory and Desktop Study timeline. The inset shows the number of collaborative outputs per year. 5 RESULTS The results section of this study presents findings from the multi-method investigation into the current state and transformative potential of Continuing Engineering Education (CEE) within the European engineering ecosystem. These findings aim to identify the drivers and collaborative actions necessary to enhance the societal impact of engineering education. 5.1 Visual Mapping of Drivers and Actions. A key outcome from the exploratory phase was the development of a visual map that illustrates the interconnected drivers and required actions for effective CEE. This visual representation, based on data gathered from the COST Action proposal and additional literature reviews, highlights several critical areas, as shown in Figure 2. The map further integrates insights into how these drivers interact with societal needs, such as sustainable development and ethical considerations in technology deployment, highlighting that an adaptive CEE framework must address both technical competencies and broader socio-economic impacts. 5.2 Collaborative Efforts and Boundary Crossing. The analysis provided a deeper understanding of the current gaps in CEE, particularly the lack of coherence between educational institutions and industry needs. Discussions with stakeholders revealed a consensus on the necessity for greater collaboration across sectors to foster a more dynamic CEE ecosystem. This includes: • Academia-Industry Partnerships. Strengthening the connection between educational curricula and real-world engineering challenges. • Professional Bodies and Regulatory Agencies. Facilitating regular updates and compliance training that reflect current industry standards and practices. Notably, the discussions emphasized the importance of involving non-engineers in the CEE process, recognizing that contemporary engineering challenges necessitate diverse perspectives and interdisciplinary approaches. 5.3 Bootcamp Outcomes. All 83 participants were purposively invited and came from 27 countries, reflecting a high level of global diversity: 72% from Europe, 18% from North America and Latin America, 5% from Asia, 4% from Africa, and 1% from Australia. With the title “Co-creating open solutions through interdisciplinary collaboration for the future of education”, the bootcamp was a practical forum for exploring new ideas and teaching methods that could enhance CEE and LLL. The workshop discussions highlighted the need for more adaptive learning environments that can respond to the demands of technological advancements, societal shifts, and learners' needs. Identifying these factors and understanding how they can be promoted in educational contexts was a central focus of the bootcamp. The outcomes of the Bilbao bootcamp were centered on identifying challenges rather than offering immediate solutions. The discussions provided a clear understanding of the complexities involved in nurturing and supporting the development of the CEE. Through the identification of these challenges, the bootcamp laid the groundwork for future initiatives that will focus on addressing these issues and finding funding for developing actionable solutions. Fig. 2. Visual mapping of drivers and actions. 5.4 Specific Examples of Network and Boundary-Crossing within Institutions. Several case studies were derived from the network established during the research phase. These include: 5.4.1 SEFI Special Interest Group. The SEFI SIG on Engineering Education is pivotal in advancing CEE by fostering a collaborative platform where academics, professionals, and industry experts come together to share insights and develop innovative educational strategies. Regular meetings and collaborative projects facilitated by the SIG have contributed to developing comprehensive CEE standards and encouraged the implementation of these standards across various educational institutions in Europe. Their work emphasizes the integration of real-world engineering challenges into academic curricula, ensuring that education is both relevant and responsive to industry needs. The SIG's initiatives have led to significant advancements in educational practices, demonstrating the power of collaborative efforts in bridging the gap between theoretical knowledge and practical application in engineering education. 5.4.2 IACEE Council Board. In addressing boundary-crossing within educational institutions, the International Association for Continuing Engineering Education (IACEE) Council Board exemplifies effective governance and strategic leadership in promoting global CEE standards. Through its diverse representation of academic and industrial leaders, the Council Board actively facilitates dialogues and initiatives that prioritize integrating innovative educational practices across continents. Their work underscores the importance of top-level endorsement and strategic direction in fostering a culture of lifelong learning within the engineering community. 5.4.3 Industry-Academia Collaboration. Case studies from partnerships that have successfully integrated cutting-edge technologies like AI and sustainable practices into their curricula. These examples illustrate successful implementations of the proposed strategies and highlight the benefits of such collaborations in terms of enhanced learning outcomes and more aligned educational offerings with market needs. The results indicate a clear need for a structured yet flexible approach to CEE that transcends traditional boundaries and incorporates a broader range of stakeholders. The findings underscore the importance of continuous, context-aware education that is accessible to all levels of the engineering workforce and is responsive to rapid technological and societal changes. The visual mapping and case studies presented in this section provide a foundation for developing a cohesive strategy that addresses the engineering community's immediate and long-term needs, contributing to a more resilient and adaptable societal infrastructure. Subsequent sections will discuss these results further, focusing on how they can be integrated into a comprehensive framework for CEE that supports engineers' ongoing professional development and facilitates their contribution to societal challenges. 5.4.4 Learning Communities of Practice. The collaboration among experts in the SEFI CEE network developed naturally, driven by a shared interest in the topic of CEE. Created from an open initiative, the sharing of knowledge and experiences has evolved into a regular meeting point where learning and the motivation to delve deeper into the CEE subject serve as the driving force. A reflection among members of this community was that, despite differences in research backgrounds, institutional structures, and experience, everyone felt accepted, engaged, and even amused by the network. This sense of belonging and shared curiosity created a gravitational pull, drawing members together around their common interest in CEE. These factors align with the theoretical foundations detailed above. 6 DISCUSSION AND CONCLUSIONS This study reveals not only the fragmented state of Continuing Engineering Education (CEE) in Europe but also the latent capacity for transformation through systemic collaboration. Rather than reiterating the findings, this discussion synthesizes their broader significance and considers how they can be operationalized through strategic design and policy action. The Need for a Systemic Change. The mapped drivers and stakeholder dialogues reveal a landscape where promising initiatives often exist in isolation. Insights from both the bootcamp and the network case studies suggest that fragmentation within CEE is not merely structural; it is also conceptual and cultural. Learning ecosystems remain anchored in discipline-specific logics and legacy governance structures that constrain experimentation, hinder integration, and reduce institutional agility. The gaps identified, particularly in faculty capacity, personalization, and cross-border collaboration, should not be interpreted as shortcomings but as leverage points. These are precisely the areas where investing in educator capacity building is not only about enhancing instruction; it is a strategic lever for enabling curriculum innovation and interdisciplinary learning at scale. The Value of Interdisciplinary Collaboration. A key insight from the bootcamp and stakeholder discussions is the importance of integrating non-engineering perspectives into the design of CEE. The future engineer must not only master technical tools but also navigate the complexities of ethics, ecology, and sociopolitics. Interdisciplinarity, therefore, should not be treated as a desirable supplement—it must be reframed as a foundational design principle for CEE ecosystems. To support this shift, collaborative frameworks need to be reconfigured to include not only engineers and industry representatives but also educators from the social sciences, designers, ethicists, and policymakers. This approach aligns with the concept of Learning Communities of Practice, where diversity enhances collective learning and drives systemic transformation. Building a Pan-European Learning Ecosystem. The case examples from SEFI and IACEE demonstrate that the foundational elements of a cohesive CEE infrastructure already exist. What is needed now is to connect these elements through interoperable policies, shared standards, and funding instruments. A PanEuropean network should serve not just as a platform for knowledge exchange but a as an enabler of mobility, credential recognition, and distributed innovation. A PanEuropean network, like the one proposed in the COST Action, could help share best practices and make education strategies more consistent across countries by creating CEE pathways that are easy to combine, work across borders, and support both industry needs and major goals, such as sustainability and digital transformation. This will require not only policy alignment but a conceptual shift toward platform thinking in education design. Final Reflections. Engineering education reform is often framed in terms of workforce competitiveness or innovation. While these remain important, this study proposes a deeper framing: CEE as critical infrastructure for societal adaptability. In an era marked by climate crises, technological disruption, and geopolitical instability, societies will depend on engineers not just to build solutions, but to build resilience. CEE must evolve in response. It must become more adaptable, inclusive, and collaborative. Achieving this vision will require coordinated action from academia, industry, professional bodies, and policymakers. However, it will also require a cultural shift: from siloed excellence to shared responsibility, from knowledge delivery to lifelong learning, and from institutional protectionism to platform-enabled openness. 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