Curriculum Reform, Competency Framework, and Technological Innovation in Undergraduate Materials Science and Engineering Education: A Systematic Review

Undergraduate education in Materials Science and Engineering (MSE) is evolving to cultivate engineers with integrated knowledge, practical skills, and professional competencies. This systematic review synthesizes 15 empirical studies published between 2016 and 2025 on curriculum reform, competency frameworks, assessment practices, and technology integration. Following PRISMA guidelines and thematic synthesis, the analysis revealed a shift from traditional knowledge transmission to competency-based learning, driven by external factors, including policy mandates, accreditation requirements, and industry demands, as well as internal curricular gaps. Two curriculum orientations were identified: a concept-oriented approach, leveraging simulations and research tools to deepen theoretical understanding, and a practice-oriented approach, emphasizing industry collaboration, project-based learning, and simulated professional tasks. Technology-enhanced learning supports both orientations: clarifying abstract concepts or modeling industrial decision-making. The gaps between broad competency goals and conventional assessment methods remain a challenge, although rare, yet innovative performance-based assessments have proven critical for capturing integrated competencies. The findings highlight that systemic curriculum design, strategic technology integration, and authentic assessment are essential for preparing graduates with the knowledge, skills, and adaptive capabilities required for professional success in MSE.