| Title: | Blended intensive programs as a pedagogical approach : fostering digital, collaborative, and intercultural skills in advanced civil engineering education |
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| Authors: | ID Santos, Bertha (Author)
ID Gonçalves, Jorge (Author)
ID Gruden, Chiara (Author)
ID Iwanowicz, Damian (Author)
ID Deluka-Tibljaš, Aleksandra (Author)
ID Šurdonja, Sanja (Author) |
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| Files: |  education-16-01064.pdf (3,76 MB)
MD5: AFB73F6C5D7109F11F11549FA8B44335
 https://www.mdpi.com/2227-7102/16/7/1064
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| Language: | English |
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| Work type: | Article |
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| Typology: | 1.01 - Original Scientific Article |
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| Organization: | FGPA - Faculty of Civil Engineering, Transportation Engineering and Architecture
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| Abstract: | 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). |
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| Keywords: | civil engineering education, Blended Intensive Program (BIP), pedestrian safety, active learning, multicultural education, digital pedagogy |
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| Publication status: | Published |
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| Publication version: | Version of Record |
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| Submitted for review: | 05.05.2026 |
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| Article acceptance date: | 30.06.2026 |
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| Publication date: | 03.07.2026 |
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| Publisher: | MDPI |
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| Year of publishing: | 2026 |
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| Number of pages: | 21 str. |
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| Numbering: | Vol. 16, issue 7, [article no.] 1064 |
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| PID: | 20.500.12556/DKUM-98858  |
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| UDC: | 656.1:37.013 |
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| ISSN on article: | 2227-7102 |
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| COBISS.SI-ID: | 284671235 |
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| DOI: | 10.3390/educsci16071064 |
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| Publication date in DKUM: | 14.07.2026 |
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| Views: | 224 |
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| Downloads: | 1 |
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| Metadata: |    |
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| Categories: | Misc.
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