The paper aims to critically review the learning styles and teaching methods of engineering curricula and to compare it with the requirements of engineering profession. Present engineers need to response effectively to the increasingly complex systems. The engineer has to deal with vector and scaler quantities, complex numbers, imaginary parts, electromagnetic fields, and complex constructions are designed and implemented in 3-Dimensions environment. This should be reflected in engineering education styles, where lecturers try to convey many aspects of complex systems. The purpose of engineering education is that to graduate engineers who can design and solve technical problems, and that design thinking is incremental and needs several skills. To be successful, engineers must have knowledge that goes beyond theories. However, problem solving is no longer the only essential skill required by the engineer. Rather, project-based thinking and team work skills are fundamental in practice. The paper briefly illustrates advantages and disadvantages of each learning styles considering the educational environment. Moreover, the currently most-favoured pedagogical model for teaching design, Project-Based learning (PjBL) along with the Problem-Based Learning (PbBL) is explored in this paper and its assessment criteria.