In a rapidly advancing world, civil engineering students should be able to adapt to the dynamic competencies valued in the industry to succeed in their future careers. This study aims to fill a research gap by analyzing the competencies acquired through the new learning modalities. Its significance extends to multiple sectors, providing growth for students, improving teaching methods for faculty, informing hiring decisions for construction companies, enhancing educational systems for universities, assisting curriculum programmers, and offering insights for future researchers. The study examined the competencies of civil engineering students under new learning modalities, exploring self-assessments, professors' perspectives, and construction companies' viewpoints, it also uncovered the intricate relationships between these perspectives. Additionally, this study compared the acquired competencies of students with the valued competencies in the industry. This study utilized a mixed-method research design, specifically triangulation. The study surveyed eighty (80) students, sixteen (16) faculty members, and ten (10) construction companies through a purposive sampling technique. Validated questionnaires and structured interviews were used as research instruments. Furthermore, the quantitative and qualitative data were analyzed accurately and systematically. The findings of the study revealed that civil engineering students possess a strong foundation in ethical responsibilities, teamwork, and leadership, as mentioned by the participants, who believe that ethical responsibilities have been instilled in students since childhood. However, the students also demonstrate a need for further development in engineering mechanics, design, and managing risk and uncertainty. From the perspective of professors and companies, students need to have knowledge and mastery of design, risk, and uncertainty which are valued competencies in the industry. In conclusion, the study emphasizes the significance of aligning academic and industry expectations for preparing successful civil engineering students. While competencies from new learning methods are generally effective, technical improvements are required. Varying perspectives highlight the need for an enhanced curriculum to meet industry demands, with strong support for the formal integration of hybrid learning.