Computational Skills for Classical Engineering Disciplines: outlining key components of a curriculum that integrates computational thinking and skills for engineering disciplines in Finland.

Abstract

This thesis examined the integration of computational skills into classical engineering education to address the digitalisation challenges faced by the Architecture, Engineering and Construction (AEC) industry and aimed to determine whether incorporating dedicated computational courses could bridge the skills gap inherent in traditional curricula to prepare future engineering graduates.

A mixed method research, combining a comprehensive literature review, surveys, interviews with industry professionals and academic leaders, and guided practical lectures with undergraduate engineering students. The literature review was based on four pillars. The AEC digitalisation process, the digital skills gap in the industry, the current and future state of engineering education and lastly, from a legal and socio-political point of view. The research investigated current Finnish engineering curricula and compared them with the curricula from other international universities. The research revealed a significant deficiency in dedicated computational training in Civil and Structural engineering faculties and that early integration of computational thinking may enhance readiness for industrial demands. Recommendations are provided for curriculum redesign, fostering investment in faculty development and collaboration between academia, industry, and policymakers.