In the context of digital transformation and Industry 4.0, the engineering profession is evolving rapidly, demanding new skill sets to maintain employability and support career development. This study identifies the competencies engineers must acquire to meet these challenges, addressing concerns from employers who perceive graduates as underprepared for real-world demands. A systematic literature review was conducted in accordance with PRISMA guidelines, using the Methodi Ordinatio technique to select and rank 59 peer-reviewed articles published between 2014 and 2024. The review identified 47 key competencies, which were organized into a comprehensive framework of seven dimensions: 4 transversal, 9 social, 15 personal, 4 cognitive, 7 digital, 3 green, and 5 technical skills. The results highlight that, while technical expertise remains essential, soft skills—such as leadership, teamwork, communication, and adaptability—are increasingly critical for success in the digital era. The proposed framework offers insights for curriculum development, corporate training, and policymaking, contributing to aligning education and professional development with the evolving demands of Industry 4.0. Future research will focus on the empirical validation of the framework to reinforce its applicability across academic and professional settings.

This study investigates the essential competencies for engineers in the context of digital transformation, with the aim of proposing a refined framework to guide professional development across career levels. A mixed-methods, sequential approach was adopted: (1) a systematic literature review, conducted between 2014 and 2024, which identified 46 competencies organized into seven dimensions; (2) a quantitative survey with 392 engineers who self-assessed their level of mastery for each competency; (3) semi-structured interviews with 20 company representatives, who validated and contextualized the essential competencies according to hierarchical levels (junior, mid-level, and senior); (4) data triangulation, resulting in a final competency model by career level. The findings reveal a widespread deficit in digital competencies, regardless of hierarchical level. In total, 33 competencies assessed by career level showed statistically significant differences in employer perceptions and were identified as progressive throughout the career trajectory. Analysis of self-assessments and interviews indicates that for early-career engineers, there is a strong emphasis on personal and basic cognitive competencies. For mid-level engineers, the data show a significant valuation of social competencies. Senior engineers are perceived as having accumulated experience across all seven mapped dimensions. This study offers a practical model that can be used by educational institutions, companies, and professionals to align education, market demands, and career planning.

The School Bus Routing Problem (SBRP) is widely discussed in the operations research literature and can be solved by several exact methods and heuristics. This problem seeks to designate the most efficient routes for a fleet of school buses, minimizing the total distance covered and considering variables such as bus stop locations, number of passengers, and the assigned destination for each of them. This study aims at solving a real case SBRP of a small-sized county located in the state of Paraná. The proposed method is based on the Capacitated Vehicle Routing Problem (CVRP) and Travelling Salesman Problem (TSP) combined with a heuristic correction that guarantees sequence constraints, in which the student has to be collected before visiting their destination school. It was possible to obtain two routes of 30.76 km and 17.42 km respectively and both with the total vehicles’ capacity of 24 students, which corresponds to the reduction of about 10% in the daily distance covered by two buses.