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

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 Beatriu de Pinós fellow at the Research Institute for Sustainability Science & Technology, Universitat Politecnica de Catalunya — BarcelonaTech (UPC), and perspective Marie-Curie IF at ISglobal. Her work bridges engineering, environmental psychology and transformative education to cultivate inner capacities for sustainability transitions. Trained as an architect (MSc, University of Naples) and renewable-energy specialist (MSc, University of Nottingham), she earned her PhD in Environment & Territory from Politecnico di Torino. Giulia helds the MSCA project "Cycling to Care" (2025-27) and co-leads Work Package 2 of the TL SEEDS project funded by the Spanish Ministry of Science. She has authored 80+ 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) and the MSCA Cycling to Care study, 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 into civil-engineering curricula reduces eco-anxiety (-22 % after five themed rides) while boosting pro-environmental intention (+31 %). Using GreenComp and the Inner Development Goals as reference frames, I propose a three-layer curricular model: (1) inner work to nurture self-awareness, (2) relational practice through community living-labs, and (3) systems action via design-build challenges aligned with EUCEET competences. Practical 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.