**5. Conclusions**

Times are changing in engineering education, as a consequence of the current non-stop concatenation of scientific-technical breakthroughs and related technological revolutions. The age of untouchable decades-lasting engineering programmes is over, and dynamism, evolution, flexibility, and equity are paramount to modern engineering education. In a personal definition, modern engineering may correspond to *the development and application of scientific and technical knowledge to the discovery, creation and mentoring of technologies, capable of transforming human societies and environments, for increased well-being and life quality and, hence, necessarily following sustainability and equity principles*.

In consequence, strategies for enabling the continuous improvement and adjustment of engineering programmes, in a world of changing boundary conditions, are needed. To this end, PBL methodologies and experiences may vertebrate or serve as a scaffold for constructing the engineering programs in the Education 5.0 paradigm. This has been discussed and supported with varied implementation examples and methods, for the successful integration of PBL within modern engineering curricula. In this new context, PBL methodologies are not only hands-on activities for knowledge application, but play also an essential role, within the global educational strategy, for delivering purposeful and continuously updated content, for knowledge acquisition and for developing descriptive, analytical, synthetic, technical and personal skills.
