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A felhasználó tudomásul veszi, hogy repozitóriumba feltöltött művek szerzői jogilag védettek, oktatási és kutatási célt szolgálnak. Felhasználásukra a szerzői jogról szóló 1999. évi LXXVI. törvény (Szjt.) rendelkezései vonatkoznak.

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0. Dokumentumbeadás
Új dokumentum feltöltése, dokumentumtípus szerinti gyűjteménybe.
1. Tudományos közlemények, publikációk
A BME-hez kapcsolódó publikációk tudományterületek, azokon belül tudományágak szerinti gyűjteményben.
2. BME Folyóiratok (teljes)
A BME által kiadott folyóiratok teljesszövegű elektronikus változata.
3. Disszertációk (BME)
A BME-n megvédett PhD és DLA értekezések.
4. Oktatási anyagok
A BME-n használt oktatási anyagok, tankönyvek és jegyzetek szerinti gyűjteménybe rendezve.
5. Tervrajzok és képek
A BME-n készült tervrajzok és fotók, illetve egyéb képek.
6. BME dokumentumai
7. További kiadványok
8. Diplomatervek, Szakdolgozatok
9. Adatrepozitórium
A BME tudományos közössége által végzett kutatások során keletkezett kutatási adatok tudományágak szerinti gyűjteményekben találhatók.

Recent Submissions

Válság és alkalmazkodás: válságreakciók rendszerező hatásai a környezettudatos építészetben
(2025) Horváth-Farkas, Zsófia; Fábián, Gábor
Towards cloud-native mobility management
(2025) Leiter, Ákos; Bokor, László
Application of machine learning algorithms in wireless connections at higher frequency bands
(2025) Makara, Árpád László; Csurgai-Horváth, László
Characterisation sets for the prenucleolus
(2025) Dornai, Zsófia; Pintér, Miklós
Budapest kislakótelepei 1945-1990
(2025) Bene, Bence; Benkő, Melinda
Technikai fejlődésünk története, 1867-1927
(Stádium, Budapest, 1929) Guothfalvy Dorner, Zoltán
Integrating Project-Based Learning Into The Gen Z Civil Engineering Curriculum: Case Study At Estp School Of Engineering
(2025) Rita, Sassine; Benjamin, Darde; Sibylle, Lessay
Generation Z (Gen Z) refers to more than 2 billion people born between 1995 and 2012, who have grown up immersed in digital innovation and are familiar with numerical tools from a young age. Gen Z gives a significant importance in their practices to environmental issues, sustainable practices, well-being, and work-life balance. As Gen Z enters higher education, professors face challenges in motivating students by tailoring their approach to academic engagement. In this context, ESTP School of Engineering incorporates the Project-Based Learning (PBL) approach into civil engineering courses, allowing students to apply theoretical knowledge to real-case scenarios. This article explores the challenges faced by higher education in engaging Gen Z students and the strategies adopted to motivate them to pursue and succeed in their civil engineering education. The advantages and difficulties of integrating projects into civil engineering curricula are discussed, focusing on how project-based approaches enhance student engagement and prepare students for their professional careers. This paper examines the implementation of Project-Based Learning in civil engineering courses at ESTP, highlighting examples of successful projects, innovative teaching methods, and assessment strategies designed to maximize learning outcomes. By emphasizing real- case studies, students have the opportunity to apply engineering principles to solve complex problems while developing critical thinking, teamwork, and creativity. The integration of projects into coursework not only enhances students' technical skills but also prepares them for the collaborative and multidisciplinary demands of the civil engineering profession. This paper demonstrates how project-driven education can enrich the learning experience and better equip future Gen Z civil engineers for the challenges they will face during their career.
An Examination Of Students’ Perceptions Of The Efficacy Of Using Generative Artificial Intelligence In Structural Engineering Education
(2025) Ross A., Higgins; Michael J., Quilligan; Declan, T. Phillips; Terence D., Ryan; Michael J., Johnson; Thomas H., Cosgrove
With the rapid advancement of Generative Artificial Intelligence (GenAI) tools like ChatGPT, their integration into education introduces both opportunities and challenges for students and educators. This study examines Gen Z students’ perceptions of the efficacy of GenAI in structural engineering education. The integration of GenAI tools has the potential to transform how students approach complex engineering problems, yet understanding their perceived value and limitations remains underexplored. The research adopts a mixed-methods approach, centred on a targeted exercise where students complete a series of structural analysis problems using both traditional hand calculations and GenAI. Data collected through pre- and post-exercise surveys, alongside reflective critiques, provided insights into how students' perceptions evolved throughout the exercise. Students reported GenAI to be effective in solving questions related to basic stability and determinacy but, while they found GenAI helpful in explaining procedures, it generally was unable to accurately solve more complicated deflected shape and beam analysis questions. There was a statistically significant increase in students’ perceptions of the efficacy of GenAI to solve stability and determinacy questions following the completion of the exercise, but not in relation deflected shape or beam analysis questions. These findings highlight the importance for students to have a strong foundational structural analysis understanding to effectively evaluate and validate GenAI outputs.
Bim And Project-Based Education In Architectural And Civil Engineering Curricula: Experiences From Széchenyi István University
(2025) Kitti, Ajtayné Károlyfi; János, Szép
The integration and continuous updating of digital tools and methods in higher education have become imperative due to national and international regulations and industrial trends. This study will share the experiences regarding the implementation of the Building Information Modeling (BIM) methodology and project-based education in architectural and civil engineering curricula. The organizational structure of the Faculty of Architecture, Civil Engineering, and Transport Sciences at Széchenyi István University in Győr facilitates effective interdisciplinary collaboration, enabling architecture and civil engineering students to work together on multiple subjects and professional projects. The study will also discuss the applied methods of project-based education and BIM integration in the Civil Engineering BSc and Structural Engineering MSc programs.
Visual Programming Algorithms As An Educational Resource For Civil Engineering
(2025) Jorge, Collao; Fidel, Lozano-Galant; José, Antonio Lozano - Galant; José, Turmo
Visual programming offers a robust framework for bridging the gap between theoretical concepts and practical applications in engineering education. Providing accurate virtual representations of physical systems enhances students' understanding of complex phenomena. This article studies this potential in structural analysis by applying visual programming as an educational tool. A parametric workflow in Dynamo is employed to replicate the structural behavior of a beam within a Building Information Model (BIM). This approach allows students to visualize and analyze structural performance, fostering a deeper connection between classroom theory and practical experimentation. The educational impact of this tool was evaluated through a survey conducted in a structural analysis course at the University of La Serena (Chile), demonstrating its effectiveness in improving students' understanding and engagement with modern engineering practices.
Geological Gastronomy - A Possible Way Of Explaining Geological Processes For Civil Engineering Students
(2025) Katerina, Kovarova
Geology is a crucial and integral part of the curriculum in the study of civil engineering. Geology is essential for civil engineering projects, for example, to understand rock mechanics for the purposes of tunnelling, soil mechanics for the design of building foundations or to assess geological hazards for the safe construction and future use of buildings. However, in general, high school graduates do not come with sufficient basic knowledge of geology, and studies show that they consider it a boring and uninteresting subject in high school that they do not see the relevance to everyday life. Therefore, it is the lecturer's fundamental task to change the mindset of the student majority and prove the need for knowledge of geology in civil engineering. Many teaching methods can be used for this purpose, such as the use of technology and interactive tools, hands-on activities, collaborative learning, etc. However, without exciting the interest of the students, these methods are not effective as such. Therefore, the presented paper discusses methods to primarily engage students' interest in the individual topics discussed and possible methods to explain geological processes by linking them to everyday activities, making complex scientific concepts more accessible and understandable. Furthermore, students will remember and recall information more likely if it is linked to something they already know and understand. Using simple methods, a teacher can tell students an engaging story from the world of geology in which they can easily find connections to the civil engineer's practice.
Improving Student Engagement In Civil Engineering Studies
(2025) Gediminas, Blaževičius; Gražina, Droessiger; Šarūnas, Skuodis; Remigijus, Šalna
Educating Generation Z poses new challenges for academic and administrative staff at universities. As the new generation of students has new ways of learning and paying attention, modern engineering education methods need to be applied. In addition, the general popularity of civil engineering is low, studies are relatively difficult and dropout rate is high. Therefore, student engagement and motivation always require special attention. This paper presents several strategies and methods applied at VILNIUS TECH Faculty of Civil Engineering during the last 5 years. Authors present and analyse how institutional policies and targeted academic support for lecturers can improve student engagement and help build faculty competencies. Paper briefly presents several best practices in engineering education from our teaching experience. Qualitative and quantitative analysis and faculty surveys are used to assess the impact of the implemented policies on student engagement.
Optimization In Geotechnical Engineering: Key Topics And Practical Tools
(2025) Primož, Jelušič; Stojan, Kravanja; Tomaž, Žula
Optimization plays a central role in the further development of geotechnical engineering practices, enabling cost-effective, sustainable and technically sound solutions. Teaching optimization effectively requires a structured approach tailored to the different learning needs of undergraduate, master’s and PhD students. This paper presents a comprehensive framework for teaching optimization in geotechnical engineering that includes key topics, pedagogical strategies, and practical tools. By covering the fundamental concepts, computational techniques, and advanced applications of optimization, this framework aims to prepare students for both academic and professional excellence. The example shows the application of an optimization model to determine the critical safety factor of an infinite soil slope resting on impermeable rock.
Enhancing Civil Engineering Education Through Project-Based Learning: Insights From A National Wooden Bridge Design And Construction Competition
(2025) Fidel, Lozano; Juan José, Jorquera-Lucerga; Rocio, Porras; Jose, Lozano
Engineering education increasingly emphasizes active learning methodologies to enhance students' technical skills, teamwork, and problem-solving abilities. Among these, Project-Based Learning (PBL) has proven to be an effective approach, particularly in structural engineering courses. This paper presents the experiences and educational impact of a national wooden bridge design and construction competition held for students from Spanish civil engineering schools. The competition challenges participants to conceive, design, and build a wooden bridge, fostering creativity, analytical thinking, and practical application of structural mechanics. Teams must not only optimize their designs for structural efficiency and sustainability but also manage resources and collaborate effectively—key competencies for professional engineers. The initiative aligns with PBL principles by engaging students in a real-world, hands-on project, promoting experiential learning and enhancing their understanding of material behavior, construction techniques, and structural performance assessment. Through qualitative and quantitative analysis, this study evaluates the competition's impact on student learning, motivation, and skill development. Survey results highlight how such activities complement traditional coursework, bridging the gap between theoretical knowledge and practical application. The findings suggest that integrating similar competitions into civil engineering curricula can significantly improve student engagement and preparedness for professional challenges.
Bridging Innovation And Resilience Through The Norisk Erasmus Mundus Program In European Civil Infrastructure Education
(2025) Seyedmilad, Komarizadehasl; Hélder, S. Sousa; Mariano, Zanini; Emilio, Bastidas-Artega; José, Campos E Matos; Jose, Turmo
This paper introduces the NORISK Erasmus Mundus Joint Master program, an innovative, multidisciplinary initiative designed to equip a new generation of professionals with advanced expertise in risk assessment and management of civil infrastructures. Responding to the growing challenges posed by climate change, urbanization, and aging infrastructure, the program integrates theoretical knowledge with practical, project-based learning to address the complexities of modern infrastructure systems. Structured over a single academic year, NORISK combines an intensive coursework phase with a dedicated dissertation phase, facilitated by rotating European partner institutions, thereby fostering a rich, cross-cultural educational environment. Central to the curriculum is a comprehensive exploration of risk analysis, digitalization, sustainability, and advanced monitoring techniques. By interweaving the perspectives of civil, industrial, and systems engineering, the program aligns with the strategic goals of the European Union and meets the pressing needs of industry stakeholders, a fact underscored by the enthusiastic support from associated partners. The innovative teaching methods, which include structured integration events, annual workshops, and a strong emphasis on soft skills and teamwork, not only enhance technical proficiency but also prepare students to address both traditional infrastructural challenges and emerging threats such as extreme weather events and cascading system failures. Moreover, this paper highlights the importance of the NORISK program by presenting detailed feedback from professors and students, which demonstrates the program’s significant impact on modernizing civil engineering education in Europe. By promoting lifelong learning and continuous professional development, NORISK serves as a model for integrating academic excellence with practical industry requirements, paving the way for resilient, sustainable, and interconnected infrastructure management across the continent.
3d Scanning For Optimized Historic Building Restoration
(2025) C., Achour; F., Benmahiddine; V., Lallet; C., Loiselet
Heritage preservation represents a fertile ground for innovation, bridging engineering education, applied research, and territorial engagement. In this framework, the rural municipality of Mittainvilliers-Vérigny (Eure-et-Loir, France) became an experimental field for second-year engineering students from ESTP Orléans, within their research and innovation training module. The project aimed to engage future engineers with advanced methodologies and technological tools commonly used in both industry and research environments. Beyond technical learning, it provided an authentic opportunity to explore how cutting-edge digital technologies can contribute to the documentation, conservation, and valorization of local built heritage. The restoration of historic buildings, at the crossroads of civil engineering, heritage conservation, and emerging digital construction technologies, represents a major challenge for both architects and engineers. Within this framework, the students focused their research on Saint-Rémy Church, a modest yet emblematic building of the local landscape, built from the 11th century with additions over the centuries, notably during the Renaissance. The existing documentation was limited to a few historical surveys carried out between 1852 and 1854, preserved in the departmental archives. The scientific objectives of the project were twofold: first, to acquire new geometric and material data on the building; second, to explore the potential of cutting-edge digital tools in the context of built heritage conservation. To address these challenges, the students deployed a combination of advanced surveying techniques: 3D laser scanning, photogrammetry, GPS and total station georeferencing, as well as multispectral imaging campaigns, enriching the available documentation. Beyond data acquisition, the digital approach implemented throughout the project opened new perspectives for heritage conservation: accurate 3D modelling of existing structures, early detection of structural disorders, simulation of intervention scenarios, and precise estimation of material quantities required for restoration works. This project provided students with a concrete learning environment, confronting them with real, complex, and interdisciplinary situations. It also offered an opportunity to reflect on the evolving role of the engineer within territorial dynamics, as a technical expert, a cultural actor, and a partner in local development. This pedagogical experience demonstrates how even modest heritage assets can become powerful drivers of innovation, research, and education, while fostering meaningful connections between engineering schools and rural communities.
Learning Sustainable Construction Principles By Building A Learning-Game
(2025) Paulo B., Cachim
Growing concern about sustainability has made it essential to incorporate the principles of sustainable construction into engineering curricula, ensuring that future professionals are well-equipped to deal with the multidisciplinary challenges of the 21st century. Moreover, fostering a broader societal understanding of sustainable construction is equally important, as public awareness can drive demand for more environmentally responsible buildings. To address both objectives, an experiential learning strategy was adopted in the Fundamentals of Sustainable Construction course. Over the semester, students developed a board game designed to teach key concepts of sustainable construction to high school students. The game was then tested with a class of 9th-grade students (aged 14–15) to evaluate its effectiveness. This research highlights an active learning approach where university students not only deepen their understanding of sustainability but also build critical skills—such as analytical thinking, communication, teamwork, and creativity—while contributing to public education and awareness of this pressing societal issue.
Interviews As An Authentic Form Of Assessment And Learning In The Era Of Artificial Intelligence
(2025) Declan T., Phillips; Terence, Ryan; Michael, Quilligan; Ross, Higgins
Before the arrival of modern universities, education in the professional disciplines such as civil engineering was rooted in practical experiences undertaken under the guidance of a master builder or engineers in the guilds. The institutional approach only became formalised in the 18th century with universities largely taking over civil engineering education by the late nineteen century. At this time universities adopted assessment techniques such as oral examinations, fieldwork assessments, drafting assessments and defending project work before a panel of professors or professional engineers. In the modern university, written exams and projects have become the dominant tools for evaluating learning. The integrity of these affordances, particularly when executed outside a proctored environment, is now challenged by the use of AI technology. This paper summarises how incorporating oral defence (aka interviews) as an assessment tool helps differentiate individual student performance and protects the integrity of the learning environment. The interview also prepares student engineers for life in the profession. Since its launch in 2008, the civil engineering programme at the University of Limerick (Ireland) employs interviews as an assessment tool throughout its undergraduate programme. The authors have found interviews to be a robust and reliable means of i) evaluating student learning and ii) decerning if students have undertaken the necessary research to gain understanding. This paper outlines how interviews are used to assess individual student’s understanding of project work when undertaken as part of a team-based exercise. The paper also describes how the efficiency of the interview process can be retained for large class sizes by making small adjustments to adapt the interview methodology for group interviews. Finally, by scheduling the interviews in advance of the final examination allows students to fill gaps in their knowledge prior to the examination. The latter is a popular decision confirmed by graduate feedback collected over the first decade of programme graduates.
Housing Decarbonisation Skills For Climate, Health And Jobs
(2025) Artūras, Kaklauskas; Valentin, Antonovič; Renata, Boris; Šarūnas, Skuodis; Remigijus, Šalna
Integrating digital skills into civil engineering education can significantly enhance student engagement and increase the field’s appeal by aligning it with modern technologies and evolving industry demands. Three higher education institutions from the Baltic region have partnered to advance housing decarbonisation skills aimed at reducing CO₂ emissions and improving housing health. Complementing their expertise, two SMEs from the digital and energy efficiency sectors and a Centre of Excellence specialising in zero-energy and resource-efficient housing have joined to form the Skills4Deca project team under the Digital Europe Programme. The Skills4Deca initiative involves the design and delivery of approximately 50 standalone courses at various levels – Microlearning, Bachelor, and Master – integrated into existing accredited programmes. The courses will feature advanced learning tools, including Adaptive Massive Open Online Courses, Computer Learning Systems, Adaptive Video and Text Systems, Web Text Mining, Access to E-Sources, Virtual and Real-Time Labs, Virtual AI Learning Environments, and 5D, 6D, and 7D Simulation Packages for Digital Twins. Additional content will address Sensors and Measurement Devices as well as Educational Games within the Moodle Virtual Learning Environment. Graduates of these programmes will be equipped to apply digital solutions across diverse domains of housing management, including materials, structural systems, photonics solutions, energy consumption and auditing, financial planning, decarbonisation strategies, well-being enhancement, and future housing management.
Evolution Of Civil Engineering Degrees In Spain Up To The Present And On-Going Changes At The Civil Engineering School Of A Coruña
(2025) Acacia, Naves; Isabel, Martínez; Pablo, Rodríguez-Vellando; Victor, Barrientos; Ana M., Váquez; Pilar, Roel
The transformation of civil engineering education in Spain is presented, particularly following the implementation of the European Higher Education Area reforms in 2010 (Bologna Plan). Historically, Civil engineering studies were structured around two main qualifications: the Technical Engineer in Public Works and the Civil Engineer. After 2010, a new model was introduced comprising a Bachelor's degree that confers technical engineering competencies, followed by a two-year Master's programme that grants full accreditation as an Engineer for Roads, Canals and Ports. Currently, the civil engineering Bachelor's degrees are offered at 27 nationwide, with progressive growth between 1996 and 2012. Sixteen universities currently offer the qualifying Master's programme, reflecting significant growth since the Bologna reforms. The qualifying Master's programs are available at 16 universities, with a marked increase in offerings after the Bologna reforms. Spanish regulations require all accredited degrees to guarantee core professional competencies, ensuring a unified qualification framework while allowing up to 50% curricular differentiation between universities. Degree programmes typically include specializations in the areas of civil construction, hydrology and environmental engineering, or transportation and urban infrastructure. A newly proposed curriculum from the University of A Coruña maintains that general structural pattern but emphasizes mathematics and IT.