Integrating Project-Based Learning Into The Gen Z Civil Engineering Curriculum: Case Study At Estp School Of Engineering

Abstract

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.