Universities are key actors in the implementation, testing, and further development of Future Skills. Ehlers Triple Helix-Model provides a compelling conceptual framework for this endeavor. The study examines an integrative approach of competence development grounded in a tailored didactic approach. Conducted as an empirical Scholarship of Teaching and Learning (SoTL) project, the mixed-methods study is situated within an engineering science project-based course. Data were collected through expert interviews, student focus groups, and a structured questionnaire exploring how didactic approaches in higher education can promote the integrative development of Future Skills and assessing the relevance of selected competences to the course. Finally, the course is evaluated with a Teaching Analysis Poll (TAP). The study shows that the course fosters professional and transversal skills which partially match Ehlers Future Skills. Teachers and students have a rather similar view of the competences promoted by the chosen didactic approach. The results confirm the initial hypothesis while also highlighting areas for further development of Future Skills in alignment with discipline-specific needs. The study aims to develop and evaluate a didactic best practice example to be derived for development of Future Skills in an integrative approach. Despite its exploratory nature and limitation to a single course, the study reinforces the broader discourse on the necessity of curricular reform in higher education − shifting from content transmission to competence-oriented didactic approaches in higher education.