Assessment and Practice in Educational Sciences 3092-717X In Press 2027 03 01 Cognitive Competency-Based Technical and Engineering Education: A Systematic Review Cognitive Competency-Based Technical and Engineering Education: A Systematic Review 1 17 EN Journal Article 2026 06 16 <p>This systematic review aimed to identify, appraise, and synthesize prior research on cognitive competency-based technical and engineering education. A systematic search based on PRISMA was conducted across reputable scientific databases, including Web of Science, Scopus, IEEE Xplore, Google Scholar, Science Direct, and the Iranian database Noormags. Following the screening of 320 identified records, 15 studies meeting the inclusion criteria were selected for analysis. The findings indicate that cognitive competencies in engineering education are not a set of discrete and separable abilities, but rather an integrated and mutually constitutive network. Critical thinking, problem solving, working memory, cognitive flexibility, self-regulation, and emotion regulation are deployed simultaneously and in an intertwined manner in authentic professional situations, and their analytical separation yields a reductive account of engineering cognition. The present review further demonstrates that cognitive processes constitute the foundation of learning, and without them, deep, durable, and transferable learning does not take shape. Neglect of these processes results in the training of graduates with strong theoretical knowledge but limited applied capacity, particularly in complex and uncertainty-laden situations that necessitate the management of cognitive resources and decision-making under ambiguity. The present analysis also reveals that cognitive competencies are dynamic and context-bound in nature, taking shape through the interaction among the individual, the task, and the context; their assessment and cultivation therefore require a process-oriented, multi-wave, and context-sensitive approach. It is concluded that embedding agency, self-regulation, and cognitive competencies within the explicit objectives of the curriculum is not optional but imperative for enhancing the quality of engineering education and graduates' employability. The realization of this aim requires a holistic curricular architecture rather than an additive treatment of skills, so that the link between theoretical knowledge and practical application may be established.</p> https://journalapes.com/index.php/apes/article/download/323/313