Key enabling technologies (KETs) and their possibilities for alignment with teaching in engineering – Delphi study to 2030

Purpose The purpose of this paper is to present the results of prioritizing Key Enabling Technologies (KETs) in engineering programs. Design/methodology/approach A technology tree of 179 KETs was constructed and organized into 5 groups. The study applied an expert consultation method, specifically the two-round Delphi method, to analyze advanced materials, energy, advanced information and communication technologies (ICT), clean tech and life science, which are the final technological branches of the KETs. In addition, a literature review on KETs was conducted in the Scopus database using a search equation, resulting in 161 documents. Thirty-two papers related to KETs and engineering education were analyzed using Vantage Point text mining software. Techniques such as Natural Language Processing, cooccurrence matrices and cluster analysis were applied. Findings It is recommended to analyze the possibility of integrating the prioritized KETs into the curricula and research priorities of each engineering discipline. In addition, strategies for the alignment or convergence of Nano, Bio, Info, Cogno and Green should be considered to prepare students and stakeholders for the generation of product, service and process innovations involving technological convergence. Originality/value Fifty-four KETs were prioritized in advanced materials, energy, ICT, clean technologies and life sciences. Participation of 107 experts from 7 countries. Emergency Component Application via Vantage Point Text Mining Software 20 new topics/technologies suggested by experts are highlighted. Eighty contributions were received for the question “How has the COVID-19 pandemic affected or will affect engineering education?