Background: The demand for a highly skilled engineering workforce is escalating because of rapid technological change and global investments in STEM. Although education and industry systems are responding with new training models and policies, engineering education research has been slower to adapt. Despite its relevance, engineering workforce development (EWD) has remained a peripheral topic in journals such as the Journal of Engineering Education. Purpose: This editorial challenges the field to reposition EWD as a central domain of inquiry. We advocate for a broader and more inclusive definition of EWD that reflects diverse educational pathways, credentials, and professional roles. Scope: We draw from interdisciplinary research, global policy initiatives, and national workforce trends to highlight opportunities for deeper engagement. We analyze the current marginalization of EWD within engineering education research, especially in journal publication patterns, and point to promising efforts in professional societies and federal funding. Results: To move EWD from the margins to the center of engineering education, we recommend (i) expanding research agendas to reflect lifelong learning and diverse career pathways, (ii) embedding EWD within professional infrastructures such as journals and societies, and (iii) increasing dedicated funding for EWD research across education levels and sectors. Conclusions: Engineering education must evolve in tandem with the changing workforce it serves. Centering EWD as a research priority will improve relevance, expand impact, and better prepare learners for the demands of modern engineering work. © 2025 American Society for Engineering Education.
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