In the ‘transformation society’, engineering education plays a crucial role in the search for technological and innovative solutions to strike a balance between, for example, competitiveness, environmental protection, resource scarcity, energy transition and social prosperity. In order to ensure the long-term competitiveness of the entire economy, it is therefore necessary to integrate the future engineering workforce into the ‘high-tech value chains of the future’. Universities are therefore called upon to train future-orientated and interdisciplinary fields of knowledge. In this context, it should be noted that an interdisciplinary approach to engineering education at the interface between different disciplines, such as engineering and management, has become highly relevant in recent decades. Addressing this interdisciplinarity in engineering education can be seen as a key success factor for teaching and professionalisation initiatives at engineering schools and technical universities. As an academic discipline, ‘techno-economics’ deals with the science-driven interdisciplinary transfer of knowledge that applies disciplinary (micro-)economic theory to (applied) technological issues. Techno-economic teaching combines technological and economic perspectives and makes them accessible to students by building on the teaching of practical problems and concepts, often using case studies. The aim is for future engineering students to develop an understanding of the economic aspects that limit engineering and the use of technology. This should broaden the students' perspective and help them to better understand the views of other stakeholders and - in the long term - to shape engineering and technology in an economic and future-orientated way.

Keywords: Technology, Education, Industrial Engineering and Management.