Scenario-based competence assessment for developing behavioral competences in engineering education: a systematic literature review

Competence assessment and development are constantly evolving, following methodological and technological advances. Scenario-based competency assessment as a tool to develop behavioral competencies has gained prominence in response of criticism of traditional assessment methods. Unlike conventional approaches, scenario-based assessment uses hypothetical situations based on real contexts, allowing participants to demonstrate their competencies in simulated environments that reflect everyday professional situations. The study aims to understand the state-of-the-art applicability of scenario-based behavioral competency assessment in engineering education. The researchers analyzed studies aligned with the central theme through a systematic review. The methodology followed the PRISMA guidelines, ensuring rigor in data screening, organization, and analysis. The results of this study show that, despite the intriguing and promising potential of scenario-based assessment, there is a significant gap between its practical application and its academic exploration in engineering. The analysis revealed a still limited mosaic of publications, suggesting that this approach, although recognized in other areas, such as medicine and education, remains largely unexplored in engineering education. This scenario highlights the need for further research and strategic planning to enable broader and more effective adoption of this methodology.