Abstract

The growing complexity of engineering and technology-oriented fields demands professionals with both deep disciplinary expertise and strong interdisciplinary and collaborative capabilities. This competency profile is commonly described as the T-shaped professional. Although T-shaped competencies are widely discussed, their systematic integration into technical university curricula remains insufficiently understood. This case study investigates how T-shaped competencies are represented and supported at the Faculty of Transportation Sciences, Czech Technical University in Prague, through curriculum analysis and stakeholder inquiry. A hybrid analytical framework combining keyword-based detection and LLM-assisted semantic evaluation was used to analyze 724 course descriptions across all degree levels. The findings reveal a strong emphasis on vertical competencies, particularly technical knowledge and problem-solving, while horizontal competencies remain unevenly integrated across the curriculum. Communication and project-based learning appear moderately represented, whereas teamwork and interdisciplinary integration remain limited and occur mainly in elective or project-based contexts. Stakeholders further indicate that these competencies are often developed informally rather than through structured curriculum design. The study illustrates the applicability of LLM-assisted curriculum analytics for large-scale competency evaluation and identifies a structural gap between current curricula and the interdisciplinary demands of contemporary engineering practice. …víceméně