ABSTRACT
In the transition of teaching and learning, are introduced new activities, technological and economic resources, and managerial and political decisions that considerably impact the generated students’ skills and competencies. Many educational issues were adapted to the new conditions by studying challenges and obstacles, reflecting and experiencing new teaching practices and learning processes. Major changes in teaching and learning occurred from the twentieth century until now, mainly due to unexpected events, emergence of new technologies, fluctuations of resources, or the recent pandemic covid19. In European member countries, decisions for the implementation of the European Higher Educational Area EHEA increased the number of universities and students, and thus increased the number of graduates in most professions. The curricula in electrical and energy engineering have also changed. The information technology and Internet helped within teaching and learning and facilitated communication between the groups of people involved: students, professors, management, and administration of educational institutions, especially in distance learning and web-based education. This chapter presents aspects of transition of teaching in engineering education in the unified EHEA, with new technologies, web-based education, assessment of competencies and learning achievements, employability interrelations with enterprises, financial considerations concerning activities and resources for teaching and learning outcomes, assessment of skills, competencies, and learning outcomes of students with regard to scientific, technical, social, and personal competencies, based on academics, enterprises, and students’ opinions, and applied research of energy engineering education with project results. Work-based learning and work integrated learning are important globally for economic sustainability, for developing students’ employability, enhancing graduates’ employment, facilitating access and inclusion, and supporting energy engineering learning outcomes. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.