Vocational education and training in aircraft maintenance face new challenges. Currently, European regulations for aircraft maintenance training are time- and theory-based, as prescribed by the European Union Aviation Safety Agency (EASA). However, with the introduction of Competency-Based Training and Assessment (CBTA) as a potential pathway to licensing, a paradigm shift in aircraft maintenance education and training is emerging. The new CBTA pathway extends beyond technical knowledge and skills and includes non-technical, transversal competencies (TVCs).

This qualitative study examines what effective CBTA implementation entails and how TVCs can be trained within the context of aircraft maintenance education. Using focus groups, we developed an educational approach that stakeholders judged to be reliable, valid, and feasible. Results indicate that holistic, scenario-based instruction in progressively complex simulated environments supports effective transversal competency development. Instructors require training in performance observation, feedback delivery, maintaining objectivity, and adopting a growth mindset.

Although aviation stakeholders view the implementation of CBTA with the inclusion of TVCs as essential for enhancing aviation safety, they anticipate resistance from regulatory bodies and educational organisations. These findings provide practical guidance for embedding TVCs within CBTA for aircraft maintenance engineers across industry, education, and regulatory bodies.

The aviation industry is one of the most regulated industries in the world; safety is its overriding objective. In Europe, aviation maintenance training regulations rely on time-based technical experience and theoretical multiple-choice exams for a basic aircraft maintenance licence. The aviation industry and authorities are exploring the incorporation of competency-based training and assessment to keep pace with the rapidly evolving aviation industry. However, the shift from traditional time-based to competency-based education presents challenges for vocational education and training in aircraft maintenance, particularly as the assessment of transversal competencies is a newly introduced element. This study centres on transversal competencies in aircraft maintenance, aiming to uncover priorities and obstacles for training and assessing these competencies in aircraft maintenance education. Survey results from 141 aviation experts revealed that transversal competencies involving communication, teamwork, and work management are viewed as the most important transversal competencies, with communication rated highest χ ² (2) = 16.2, p <.001. In addition, four observable behaviours from these competencies were identified as most important, yet most challenging to assess during education. These findings highlight crucial areas and thus bring focus to developing new, competency-based, educational programmes for aviation maintenance.

Aircraft maintenance training is shifting from time-based and theory-based toward Competency-Based Training and Assessment (CBTA), as promoted by the International Civil Aviation Organization (ICAO). This transition highlights the importance of non-technical, transversal competencies (TVCs), yet their assessments remain challenging. This study explores how TVCs can be assessed effectively in the context of aircraft maintenance by establishing the design requirements and methods using focus groups. Results indicate that programmatic approaches were preferred over traditional methods, particularly the use of personal competency portfolios integrating self, peer, and instructor assessments. Qualitative rubrics defining performance standards were identified as critical to ensure objectivity, supported by instructor training in evaluation and calibration. These findings provide practical guidance for embedding TVCs within aircraft maintenance training and assessment.