Dear Colleagues, Welcome to the Budapest EUCEET 2025 conference website!

Hereby we invite you to join the conference of The European Civil Engineering Education and Training Association that will be held in Budapest, Hungary, from 16 to 18 October 2025.

Budapest is a bustling city, rich in historical places, monumental buildings, baths, nightlife venues, parks and special gastronomic experiences, in the heart of Europe. As the capital of Hungary, it is part of the European Union, which brings many benefits to the students studying here.Budapest has an extensive public transport network, which makes it easy to get anywhere within the city. In addition, the city has its own bicycle park, electric scooter, motorbike and car park. BME's campus is located on the right bank of the Danube, so several of its buildings offer a magnificent view of the UNESCO World Heritage-listed river. It is also close to the city center, giving you easy access to many shops, restaurants, cafes and dormitories on foot.

The conference host is Hungary's largest and most prestigious technical university, the Budapest University of Technology and Economics, in particular, its founder institute, the Faculty of Civil Engineering. This conference provides an opportunity for scientists, engineers, managers, and professionals from around the world to share the latest trends and activities in civil engineering education. Such a conference is an excellent opportunity to meet colleagues, exchange knowledge and extend the list of new contacts.

If you have any questions, please feel free to contact the Organising committee member by e-mail: euceet2025@emk.bme.hu

Budapest EUCEET 2025 Conference – Day 1 Summary

The Budapest EUCEET 2025 Conference opened in the Ceremonial Hall of the Budapest University of Technology and Economics (BME), gathering leading educators, researchers, and professionals to exchange ideas about the future of civil engineering education. This year’s theme, “Teaching Gen Z Civil Engineers,” set a forward-looking tone for discussions about how universities can respond to shifting generational characteristics, digital learning environments, and evolving professional expectations.

Welcome and Opening

Tamás Lovas (EUCEET, Vice-President) and Šarūnas Skuodis (EUCEET, President) opened the event by welcoming participants from across Europe. Their remarks underlined the shared commitment to renewing civil engineering education through collaboration, innovation, and empathy. Both speakers emphasized that the next generation of engineers must be equipped not only with technical expertise but also with adaptability, critical thinking, and social awareness. Tamás Lovas also presented the EELISA university alliance, which supports the conference and of which BME is an active and proud member, as well as the Digital Twins for Infrastructure and Cities master's program, now in its third year, in which BME participates in collaboration with four other EELISA partners, using an innovative blended learning teaching methodology.

Figure 1 - Tamás Lovas, opening the conference

EUCEET Award for Excellence in Teaching

The European Civil Engineering Education and Training Association (EUCEET) announced the 2025 EUCEET Award for Excellence in Teaching in Civil Engineering, which was presented to Professor Alfonso Rodríguez Dono from the Department of Civil and Environmental Engineering at UPC Universitat Politècnica de Catalunya (BarcelonaTech).

The award recognizes exceptional contributions to innovative, impactful, and transferable teaching practices in civil engineering. Professor Rodríguez Dono’s initiative, “Engineering Education for a Sustainable Future: Confronting Environmental Challenges,” impressed the jury with its interdisciplinary approach and its success in fostering structured debates on environmental and sustainability issues. His students engage in science-based discussions that enhance critical thinking and environmental awareness while connecting engineering practice to real societal concerns.

Figure 2 - EUCEET Award for Excellence in Teaching winner Alfonso Rodríguez Dono (Middle), Šarūnas Skuodis (left - EUCEET, President), Thibaut Skrzypek (right - EUCEET, Secretary general)

His project has already received the UPC Award for Quality in University Teaching and the Jaume Vicens Vives Distinction, and its adaptability across institutions aligns closely with the Sustainable Development Goals (SDGs).

Figure 3 - Conference agenda

Session I – Understanding and Anticipating Generational Change

Enikő Bereczki-Fodor – Understanding Generation Z: Challenges and Opportunities in Education
Bereczki-Fodor opened the conference’s keynote program with an engaging reflection on the learning habits and attitudes of Generation Z. She challenged common stereotypes—such as impatience and overreliance on technology—and urged educators to understand the deeper motivations behind students’ digital behavior. Her message was clear: educators must listen to the next generation and build trust through meaningful communication and student-centered teaching strategies.

Figure 4 - Enikő Bereczki-Fodor – Understanding Generation Z: Challenges and Opportunities in Education

Alan Kwan – From Z to Alpha: Looking Round the Corner in Engineering Education
Professor Kwan’s lecture addressed how universities can adapt to both Generation Z and the upcoming Generation Alpha, expected to enter higher education later this decade. He outlined major generational differences in values, digital literacy, and learning expectations, and argued that the future of engineering education lies in creating immersive, adaptive, and collaborative learning environments.
Kwan discussed concepts such as AI-powered personal learning assistants, gamified virtual classrooms, flexible learning spaces, and global student-led projects. He reminded the audience that “a tablet is just a digital chalk that doesn’t get you dirty”—a tool, not a replacement for teaching. He also stressed that engaging students before the age of twelve is critical for sustaining interest in STEM careers.

Figure 5 - Alan Kwan – From Z to Alpha: looking round the corner in Engineering education

Session II – Engagement, Authentic Assessment, and Competence

Šarūnas Skuodis – Improving Student Engagement in Civil Engineering Studies
Skuodis shared insights from Vilnius Tech’s Faculty of Civil Engineering, where targeted academic support and policy adjustments have improved student motivation and reduced dropout rates. He emphasized the role of gamification, fieldwork, and mental health support in student success. Even a single day spent on a construction site, he noted, can transform students’ sense of purpose and belonging.

Figure 6 - Šarūnas Skuodis –  Improving Student Engagement in Civil Engineering Studies

Ross Higgins & Michael Quilligan – Examination of Students’ Perceptions of the Efficacy of Generative Artificial Intelligence in Structural Engineering Education
Higgins and Quilligan presented findings from a mixed-methods study exploring how students perceive Generative AI tools in structural engineering coursework. Students appreciated AI’s ability to explain procedural steps but found it less reliable for complex structural analysis problems. They highlighted that such imperfections can become learning opportunities, encouraging critical evaluation and responsible AI use.

Figure 7 - Ross Higgins & Michael Quilligan – Examination of Students’ Perceptions of the Efficacy of Generative Artificial Intelligence in Structural Engineering Education

Declan Phillips – Interviews as an Authentic Form of Assessment and Learning in the Era of Artificial Intelligence
Phillips revisited traditional oral examination methods, showing how structured interviews can serve as authentic assessments in modern engineering education. At the University of Limerick, group interviews are used to evaluate understanding, ensure fairness, and preserve academic integrity in an age of AI-assisted learning. Phillips reminded educators that learning is ultimately about human connection, not content delivery.

Figure 8 - Declan Phillips – Interviews as an Authentic form of Assessment and Learning in the Era of Artificial Intelligence

Balázs Nagy – Teaching Transversal Competences in Civil Engineering Education
Nagy discussed how transversal competences—communication, leadership, and creativity—are integrated into BME’s Construction Information Technology Engineering MSc program. Students participate in sensor-based monitoring projects and international EELISA hackathons, applying teamwork and project management skills to real engineering problems. He noted that graduates from this program are well prepared for both professional and doctoral paths.

Figure 9 - Balázs Nagy – Teaching transversal competences in civil engineering education

Session III – Building Identity and Innovating Curricula

Sofie Craps – Empowering Tomorrow’s Engineers: Building Identity and Competence in Gen Z
Professor Craps explored how engineering identity develops through education and how universities can nurture it intentionally. Drawing on the PREFER model (link), she demonstrated how understanding students’ competencies, motivations, and self-perception can boost engagement and retention. She also stressed the need for inclusive, diverse educational cultures that help students see themselves as capable, confident engineers.

Figure 10 - Sofie Craps – Empowering Tomorrow’s Engineers: Building Identity and Competence in Gen Z

Kitti Ajtayné Károlyfi – Implementing BIM and Project-Based Education in Architectural and Civil Engineering Curricula: Experiences from Széchenyi István University
Ajtayné Károlyfi presented Széchenyi University’s approach to integrating Building Information Modeling (BIM) and project-based learning into both architecture and civil engineering programs. Students collaborate on large-scale digital design projects using Archicad’s BIM cloud platform. The experience strengthens interdisciplinary teamwork and bridges the gap between academic theory and professional practice.

Figure 11 - Kitti Ajtayné Károlyfi – Implementing BIM and Project-Based Education in Architectural and Civil Engineering Curricula: Experiences from Széchenyi István University

Rita Sassine – Integration of PBL into the Gen Z Civil Engineering Curriculum
Sassine reflected on the shift from short, limited problem-based projects to larger, more sustained initiatives at ESTP Paris. Extended projects, she explained, allow students to engage more deeply, develop ownership, and apply their learning to real-world environmental and societal challenges, aligning with the priorities of Generation Z.

Figure 12 - Rita Sassine – Integration of PBL into the Gen Z Civil Engineering Curriculum

José Antonio Lozano Galant – Enhancing Civil Engineering Education through PBL: Insights from a National Wooden Bridge Design and Construction Competition
Lozano Galant described Spain’s national wooden bridge competition, an exemplary model of experiential learning where students design, build, and test bridges. The competition develops teamwork, creativity, and a tangible understanding of structural mechanics while reinforcing motivation and practical competence.

Figure 13 - José Antonio Lozano Galant – Enhancing Civil Engineering Education through PBL: Insights from a National Wooden Bridge Design and Construction Competition

Acacia Naves – Evolution of Civil Engineering Degrees in Spain up to the Present and On-going Changes at the Civil Engineering School of A Coruña
Naves provided a comprehensive overview of Spain’s civil engineering education system since the Bologna reforms. She traced the evolution from the dual-track structure to the modern integrated model of bachelor’s and master’s degrees. Her presentation illustrated ongoing efforts to balance academic rigor with flexibility and digitalization while addressing national and European qualification standards.

Figure 14 - Acacia Naves – Evolution of civil engineering degrees in Spain up to the present and on-going changes at the Civil Engineering School of A Coruña.

Day 2

Session IV – Keynotes

Emanuela Tilley – Beyond Blueprints: The Case for Interdisciplinarity within Civil Engineering Curricula
Professor Tilley, President of SEFI, argued for curricula that keep disciplinary rigor while embedding challenge-led, interdisciplinary work from the start of the degree. Teaching engineering “in context” means engaging social, ethical, and environmental risks alongside technical design. She described UCL’s Integrated Engineering Programme where students begin with a long-running challenge that becomes the spine of the BSc. Pairing with mechanical engineering and other disciplines mirrors real project teams and helps students discover their identity as engineers early. She noted the demographic reality: with fewer students entering higher education, civil engineering cannot rely on recruitment from other STEM fields. It must become more attractive through authentic, challenge-based learning that connects directly to societal needs.

Figure 15 - Emanuela Tilley – Beyond Blueprints: The Case for Interdisciplinarity within Civil Engineering Curricula

Giulia Sonetti – Beyond Technocentrism: Fostering Inner Transformation in Engineering Education for Sustainability
Dr. Sonetti opened with a short video to set the atmosphere, then invited the audience into brief, reflective activities. Drawing on the findings from the TL SEEDS project (Transformative Learning for Sustainability and Ethics in Higher STEAM Education), and Cycling to Care, she showed how emotional intelligence, mindfulness micro-practices, and nature-based experiences can reduce eco-anxiety and strengthen pro-environmental intention. Using GreenComp and the Inner Development Goals, she proposed a three-layer model: inner work for self-awareness, relational intelligence through living-labs, and human-nature connectedness. Her practical question to educators was simple: do we bring social scientists, artists, and human-skills experts into our lectures? She closed on a thoughtful, optimistic note—reminding participants that while the challenges ahead are immense, by sharing our struggles and supporting one another, we can transform anxiety into collective strength and move forward with hope and purpose.

Figure 16 - Giulia Sonetti – Beyond Technocentrism: Fostering Inner Transformation in Engineering Education for Sustainability

Session V – Digital tools, decarbonisation skills, and heritage tech

Seyedmilad Komarizadehasl – Enhancing STEAM Education in Engineering Through the Integration of AI and Smartphone Technology in Teaching Practices
Komarizadehasl presented a studio model where students measure eigenfrequencies and damping with the sensors in their own phones, compare results to industry data, and use GenAI to draft and check analysis scripts. Crucially, he gives clear targets but no starter code. Students select their own approach, then validate against commercial datasets. Early feedback shows higher engagement and stronger conceptual grasp of SHM. The format scales to Erasmus Mundus “NoRisk,” aligning with SDG 4 and SDG 9.

Figure 17 - Seyedmilad Komarizadehasl – Enhancing STEAM Education in Engineering Through the Integration of AI and Smartphone Technology in Teaching Practices

Šarūnas Skuodis – Housing Decarbonisation Skills for Climate, Health and Jobs
Skuodis outlined Skills4Deca, a Baltic partnership with SMEs and a Center of Excellence, delivering about 50 stackable courses across microlearning, bachelor, and master levels. Students move through adaptive MOOCs, virtual and real-time labs, AI learning environments, and 5D–7D digital twin simulations. He stressed the importance of vision for Gen Z learners: virtual labs cultivate early engagement, followed by physical lab immersion to consolidate skills.

Figure 18 - Šarūnas Skuodis– Housing Decarbonisation Skills for Climate, Health and Jobs

Chafic Achour – 3D Scanning for Optimized Historic Building Restoration
Achour’s case from ESTP Orléans used Saint-Rémy Church as a semester-long field laboratory. Students devoted 35+60 hours across semesters 7–8 with mentoring staff. They managed project planning, scanning, and data processing to enrich sparse historical records. The project connected digital surveying with conservation goals, showing students how advanced capture, rendering, and documentation can steer real restoration decisions.

Figure 19 - Chafic Achour – 3D Scanning for Optimized Historic Building Restoration

Fidel Lozano – Enhancing Structural Analysis Education Through BIM Visual Programming
Lozano traced a progression from physical models to simulation to digital twins, then demonstrated a Dynamo workflow that models beam behavior directly inside a BIM context. After deployment in a structural analysis course in Chile, surveys indicated improved understanding of structural response and higher motivation. The value for learners came from seeing cause and effect immediately inside the design environment.

Figure 20 - José Antonio Lozano Galant – Enhancing Structural Analysis Education Through BIM Visual Programming

Session VI – Optimization, serious games, Erasmus Mundus, and geological gastronomy

Primož Jelušič – Optimization in Geotechnical Engineering: Key Topics and Practical Tools
Jelušič outlined a tiered framework for teaching optimization from undergraduate to PhD levels. He coupled fundamentals with computation and advanced applications, illustrated by determining the critical safety factor of an infinite slope resting on impermeable rock. The pedagogy emphasizes method selection, transparent assumptions, and validation against geotechnical judgment.

Figure 21 - Primož Jelušič – Optimization in geotechnical engineering: key topics and practical tools

Paulo Cachim – Learning Sustainable Construction Principles by Building a Learning-Game
Cachim described a semester project where student teams design board games that teach sustainable construction to high-school learners. Teams co-test each other’s prototypes, then partner with schools. A pilot with ninth-graders produced positive questionnaire results. The approach builds analytical thinking, communication, teamwork, and creativity while spreading sustainability literacy beyond the university.

Figure 22 - Paulo Cachim – Learning Sustainable Construction Principles by Building a Learning-Game

Seyedmilad Komarizadehasl – Bridging Innovation and Resilience through the NORISK Erasmus Mundus Program in European Civil Infrastructure Education
Komarizadehasl introduced the one-year NoRisk program: an intensive coursework phase plus dissertation, rotating across partner universities with an integration week at the start. The curriculum blends risk analysis, sustainability, digitalization, and advanced monitoring to address vulnerable infrastructure under climate stress, urban growth, and conflict. Feedback from students and faculty points to strong gains in teamwork, soft skills, and readiness for complex, cascading risks.

 

Figure 23 - Seyedmilad Komarizadehasl – Bridging Innovation and Resilience through the NoRisk Erasmus Mundus Program in European Civil Infrastructure Education

Katerina Kovarova – Geological Gastronomy: A Possible Way of Explaining Geological Processes for Civil Engineering Students
Kovarova addressed the common challenge of low student engagement in geology by introducing “geological gastronomy,” an approach that connects geological structures to familiar food and drink examples. Everyday items such as layered chia pudding or a mojito are used to illustrate complex geological processes like stratification or mineral reactions under heat. Students prepare edible analog models—such as multi-layered desserts representing igneous rock textures—to visualize and remember structural differences between plutonic, intrusive, and extrusive rocks. These food-based analogies act as powerful mnemonic tools, helping students associate abstract scientific concepts with tangible sensory experiences. Supported by educational research on mnemonic devices, this method not only enhances knowledge retention and test performance but also boosts students’ confidence and curiosity. By making geology accessible and memorable, Kovarova’s approach helps future engineers see the relevance of geological understanding in areas such as foundations, tunneling, and hazard assessment.

Figure 25 - Katerina Kovarova – Geological gastronomy - a possible way of explaining geological processes for civil engineering students

Figure 26 - Talks over the coffee break

Figure 27 - Nicolaos Theodossiou (president of AECEF) and Alfredo Soeiro (secretary general of AECEF)

Figure 28 - During the presentations

Figure 29 - CIT Students attending the conference

Figure 30 - Participants of the general assembly

Day 3

On the third day of the conference, participants visited the József Gruber Reservoir, located near the Budapest University of Technology and Economics on Gellért Hill. This exciting technical tour marked the end of the conference.

Figure 31 - Visiting the Reservoir - inside

Figure  - Visiting the Reservoir - outside

Figure  - Gala Dinner

Figure  - Gala Dinner

The conference was a huge success, with over 60 participants, including PhD and MSc students. The presentations and subsequent discussions made it clear that we face similar challenges in Europe and around the world. The educational methodologies and case studies presented were inspiring for the participants, who will hopefully be able to implement them successfully in their own teaching.
Several other organizations were also represented at the conference, including the president of SEFI, who participated and gave a presentation. Representatives from AECEF, the EELISA alliance and the director of the Digital Twins for Infrastructures and Cities master's programme were also in attendance.
We are already looking forward to the 2027 EUCEET conference!

Figure 35 - Attendees on Day 1

Figure 36 - Attendees on Day 2

 

📎 Presentation files (PDF):
Links will be added here soon for the presentations.

Prof Alan Kwan, Cardiff University, UK

Short Bio: Dr Kwan is a Professor in Structural Mechanics at Cardiff University, UK, with specialism in deployable / foldable structures and lightweight / cable structures, and the control of their shapes and internal forces. This work covers geometrically nonlinear structures, and structures which are prestressed mechanisms. He has also worked in structural optimisation, particularly in the use of metaheuristic algorithms for structural layout and shape optimisation. Since 2010, Dr Kwan has been active in the field of "sustainability informatics", in data collection and predictive analytics relating to building and infrastructure performance. Dr Kwan has keen interest in Engineering education, and effective / innovative practices. He was a participant of EUCEET Thematic Network (from the Barcelona General Assembly in Feb 1999), and is a Board Member of the Association of European Civil Engineering Faculty, having been first elected in 2003. Dr Kwan is an alumnus of Sheffield University and Churchill College, Cambridge.

From Z to Alpha: looking round the corner in Engineering education

The landscape of engineering education is evolving and responding to the changing characteristics of student cohorts. The significant differences in Generation Z have consequently caused changes in processes, pedagogy, provisions, and particularly the philosophy of Engineering educators. This lecture will briefly sketch out those changes, but will then project forward to adaptations that might be needed for the next Generation Alpha, arriving at universities from around 2028. There are notable generational differences in terms of learning preferences, digital fluency, values, and expectations. This lecture will cover how higher education institutions could rethink and redesign our engineering curricula, teaching methods, and institutional cultures to meet the needs of new generation learners, including preference for personalised tech-integrated learning, and immersive, adaptive educational experiences. There is need for pedagogical strategies that are student- and learning-centric, with emphasis on experiential learning, collaborative problem-solving, and pervasive digital integration. The lecture will explore ideas such as use of AI-powered personal learning assistant, gamification in the virtual learning environment, physical class rooms which are adaptive flexible learning space, student-led global collaborative projects, and hands-on design-make-test projects from early on.

dr. Sofie Craps, Faculty of Engineering Technology, Leuven Engineering and Science Education Center (LESEC), KU Leuven, Belgium

Short Bio: Sofie Craps is a doctor in Engineering Technology and in Social Sciences at KU Leuven (Belgium). Her research interests focus on professional identity and career development, professional competencies, and inclusion and diversity in engineering (learning environments). She is an active member of the Leuven Institute for Education (LIVO) and the Leuven Engineering & Science Education Centre (LESEC). She is co-chair of the Special Interest Group Attractiveness of the European Society for Engineering Education and serves in the steering committee of KU Leuven Diversity Council. As a BSc in Political and Social Sciences and a MSc in Communication Sciences, she has been teaching communication skills to engineers and been actively promoting a more diverse image of engineers with students and the larger community. As chair of the faculty's Teacher's Team Professional Competencies, Sofie has played a role in recent curriculum reform efforts at KU Leuven, particularly in integrating professional competencies into the engineering curriculum.

Empowering Tomorrow's Engineers: Building Identity and Competence in Gen Z

In this keynote, we will explore strategies to prepare Gen Z civil engineering students for their future roles by fostering their engineering identity throughout their educational journey. Drawing on recent research, such as a validated competency-based professional role model for early career engineers, tools to promote personal development processes, and initiatives to enhance diversity and inclusion in engineering, we will discuss how supporting students in developing a strong sense of their professional selves can enhance their motivation and commitment to their chosen field. These supportive measures not only benefit student retention but also increase the attractiveness of engineering (education).
Both educators and industry play a crucial a role in empowering tomorrow's engineers. This talk will showcase inspirational examples of strategies, solutions, and implementation methods. By integrating these approaches into civil engineering education, we aim to equip students with the skills and confidence needed to thrive in their careers and contribute meaningfully to the industry.

Giulia Sonetti, PhD, Research Institute for Sustainability Science & Technology (UPC)

Short Bio: Giulia Sonetti, PhD, is a transdisciplinary researcher and former Beatriu de Pinós fellow at the Research Institute for Sustainability Science & Technology, Universitat Politecnica de Catalunya — BarcelonaTech (UPC), and currently Marie-Curie IF at the Insitute of Global Health - ISglobal, Spain. Her work bridges engineering, environmental psychology and transformative education to cultivate inner capacities for sustainability transitions. Trained as an building engineer (MSc, University of Naples) and renewable-energy engineer (MSc, University of Nottingham), she earned her PhD in Environment & Territory from Politecnico di Torino. She has authored 50+ peer-reviewed outputs and sits on the editorial boards of Sustainability (MDPI) and the International Journal of Sustainability in Higher Education. An alumna of the Postdoc Academy for Transformational Leadership, she advises universities and NGOs on inner development for societal change.

Beyond Technocentrism: Fostering Inner Transformation in Engineering Education for Sustainability

Escalating climate- and resource-related crises demand a paradigm shift in engineering education—one that moves beyond technocentrism toward the cultivation of inner capacities that can drive systemic change. Drawing on findings from the TL SEEDS project (Transformative Learning for Sustainability and Ethics in Higher STEAM Education), the BdP funded "TE4life" and the MSCA Cycling to Care studies, this keynote argues that technical prowess alone is insufficient. Empirical evidence shows that embedding emotional intelligence training, mindfulness micro-practices and intergenerational, nature-based experiences can reduces eco-anxiety while boosting pro-environmental intention. Using GreenComp and the Inner Development Goals as reference frames, this keynote propose a three-layer curricular model: (1) inner work to nurture self-awareness, (2) relational intelligence through community living-labs, and (3) Human-Nature connectedness practices. Curricular implementation pathways—from reflective assessment rubrics to faculty capacity-building—will be discussed, highlighting how universities can partner with industry and civil society to graduate engineers who combine technical excellence with ethical courage and planetary responsibility.

Enikő Bereczki

Short Bio: Enikő Bereczki, has been working with young people since 2006. She is an expert for several domestic and international organisations. Since 2015, she and her Generation Dilemmas team have been delivering lectures, conducting intergenerational training and mentoring, and carrying out research. This year, she published her book The Mysterious Generation Z: Working with Today's Teens and Twenties, which features interviews with a variety of influencers, secretaries and YouTubers.

Understanding Generation Z: Challenges and Opportunities in Education

Generation Z differs significantly from previous generations in their learning habits, digital mindset, and approach to communication. Often labeled as impatient or overly dependent on technology, they face numerous stereotypes that can impact their educational experiences. This lecture explores these differences, challenges common misconceptions, and provides university educators with practical strategies to engage and support Gen Z students effectively.

Professor Emanuela Tilley, Faculty of Engineering Sciences, University College London

Short Bio: Professor Emanuela Tilley is a world leader in engineering education, serving as Professor of Engineering Education, Director of Studies for the UCL Centre for Engineering Education, and Director of the Integrated Engineering Programme (IEP) at University College London. She pioneered the IEP's cross-faculty teaching framework engaging over 2,000 students annually in interdisciplinary, experiential learning to address global challenges. Emanuela's passionate, pragmatic and people-centred leadership is credited for building a sense of community focused on modernising engineering education at UCL. With nearly a decade of experience working within the built environment, Emanuela returned to academia after working in consultancy on renowned architectural projects around the world such as Zayed National Museum and Masdar City in Abu Dhabi, UAE, the Shard in London, UK, and the Camp Nou in Barcelona, Spain. She is Vice President of the European Society for Engineering Education (SEFI) and a Principal Fellow of the Higher Education Academy. She also sits on advisory boards for higher education institutions globally, focusing on education strategy and innovation. Her research spans innovation in engineering education pedagogies, social responsibility in engineering, and interdisciplinary learning.

Beyond Blueprints: The Case for Interdisciplinarity within Civil Engineering Curricula

Civil engineering has traditionally been defined by technical mastery — the blueprints, calculations, and specifications that shape our built environment. Yet today's most urgent challenges — from climate resilience to equitable infrastructure — are complex, systemic, and deeply entangled with social, environmental, and ethical dimensions. Meeting them requires engineers who can think and act beyond disciplinary boundaries. This keynote draws on research and practice from UCL's Integrated Engineering Programme (IEP), including flagship interdisciplinary project-based learning initiatives such as How to Change the World. Evidence from large-scale student cohorts shows that working across disciplines develops not only technical adaptability but also critical transferable skills: systems thinking, communication, stakeholder engagement, and the integration of diverse perspectives into workable solutions. These experiences foster leadership, self-directed learning, and readiness for the uncertainties of real-world engineering practice. Framed within the challenge-led education approach championed by UCL Grand Challenges, the talk demonstrates how embedding authentic, "wicked" problems into civil engineering curricula connects theory to practice, promotes responsible innovation, and aligns with the UN Sustainable Development Goals. "Beyond Blueprints" makes the case for a deliberate rebalancing of civil engineering education — retaining disciplinary rigour while systematically integrating interdisciplinary, challenge-led experiences. This shift not only enhances graduate employability but also equips future engineers to lead in shaping sustainable, inclusive, and resilient futures.