| Naslov: | Blended intensive programs as a pedagogical approach : fostering digital, collaborative, and intercultural skills in advanced civil engineering education |
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| Avtorji: | ID Santos, Bertha (Avtor)
ID Gonçalves, Jorge (Avtor)
ID Gruden, Chiara (Avtor)
ID Iwanowicz, Damian (Avtor)
ID Deluka-Tibljaš, Aleksandra (Avtor)
ID Šurdonja, Sanja (Avtor) |
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| Datoteke: |  education-16-01064.pdf (3,76 MB)
MD5: AFB73F6C5D7109F11F11549FA8B44335
 https://www.mdpi.com/2227-7102/16/7/1064
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| Jezik: | Angleški jezik |
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| Vrsta gradiva: | Članek v reviji |
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| Tipologija: | 1.01 - Izvirni znanstveni članek |
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| Organizacija: | FGPA - Fakulteta za gradbeništvo, prometno inženirstvo in arhitekturo
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| Opis: | 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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| Ključne besede: | civil engineering education, Blended Intensive Program (BIP), pedestrian safety, active learning, multicultural education, digital pedagogy |
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| Status publikacije: | Objavljeno |
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| Verzija publikacije: | Objavljena publikacija |
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| Poslano v recenzijo: | 05.05.2026 |
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| Datum sprejetja članka: | 30.06.2026 |
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| Datum objave: | 03.07.2026 |
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| Založnik: | MDPI |
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| Leto izida: | 2026 |
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| Št. strani: | 21 str. |
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| Številčenje: | Vol. 16, issue 7, [article no.] 1064 |
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| PID: | 20.500.12556/DKUM-98858  |
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| UDK: | 656.1:37.013 |
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| COBISS.SI-ID: | 284671235 |
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| DOI: | 10.3390/educsci16071064 |
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| ISSN pri članku: | 2227-7102 |
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| Datum objave v DKUM: | 14.07.2026 |
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| Število ogledov: | 227 |
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| Število prenosov: | 1 |
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| Metapodatki: |    |
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| Področja: | Ostalo
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