20.500.12556/DKUM-98858 Blended intensive programs as a pedagogical approach fostering digital, collaborative, and intercultural skills in advanced civil engineering education This paper presents the design, implementation, and assessment approach of the Blended Intensive Program (BIP) “Towards Enhanced Pedestrian Safety”, developed under the Erasmus+ framework at the University of Beira Interior in collaboration with four partner universities from Slovenia, Poland, and Croatia. The study applies the EPIC framework (Embedded, Pluralistic, Internationalized, and Connected) to the design and evaluation of a short-term, hybrid, and international learning format in Civil Engineering, addressing a gap in the literature regarding the limited availability of structured and empirically grounded approaches for the design and assessment of Blended Intensive Programs in engineering education. The research presents an applied case study design in higher education supported by a mixed-methods approach, combining quantitative and qualitative data from a cohort of 25 participants across different academic levels. Data collection includes performance-based assessment (tests and project evaluation), structured surveys, and qualitative feedback. The program combined digital technologies, including GIS, machine learning, and video image analysis, with problem-based and collaborative learning in a hybrid format comprising 7 h online and 35 h in person. The BIP fostered both technical competences, such as road safety diagnosis and data-driven modelling, and transversal skills, including teamwork, communication, leadership, and intercultural competence. Results from student assessment and satisfaction surveys indicate high levels of engagement, motivation, and learning achievement. The findings provide empirical support for the applicability of the EPIC framework in the design and implementation of BIPs, demonstrating its adaptability to short-term, hybrid, and international learning contexts. The study highlights the pedagogical value of integrating international collaboration, digital tools, and active learning strategies, while aligning with SDG 3 (Good Health and Well-being) and SDG 11 (Sustainable Cities and Communities). civil engineering education Blended Intensive Program (BIP) pedestrian safety active learning multicultural education digital pedagogy prometno inženirstvo izobraževanje varnost pešcev aktivno učenje multikulturno učenje digitalna pedagogika true false true MDPI Angleški jezik Slovenski jezik https://www.mdpi.com/journal/education Članek v reviji 2026-07-14 10:00:03 2026-07-14 10:00:05 2026-07-15 03:10:05 0000-00-00 00:00:00 2026 0 0 21 str. issue 7, [article no.] 1064 Vol. 16 Jul. 2026 0000-00-00 Zaloznikova Objavljeno NiDoloceno 2026-05-05 2026-06-30 2026-07-03 656.1:37.013 284671235 10.3390/educsci16071064 2227-7102 education-16-01064.pdf education-16-01064.pdf 1 AFB73F6C5D7109F11F11549FA8B44335 223fd0f4f4bf6cc2cb1043603f3a0e882cd1edc94d8eeb9ce1ae0a27240af1e9 0e3ebaf6-7f5a-11f1-bc70-00155d580e34 https://dk.um.si/Dokument.php?lang=slv&id=208224 https://www.mdpi.com/2227-7102/16/7/1064 1 06c331be-7f5a-11f1-bc70-00155d580e34 https://dk.um.si/Dokument.php?lang=slv&id=208223 Fakulteta za gradbeništvo, prometno inženirstvo in arhitekturo 0 0 0