Abstract
The developments in technology have caused many radical changes in the curriculum of architecture and engineering (a/e) disciplines. At the same time, generations and their personal characteristics are in continuous change that is shaping newer education techniques. In this context, this study is aimed to compare the educational perceptions of generations X, Y and Z for the advancements in the curriculum. For this purpose, a literature review concerning the technological advancements in education and characteristics of X, Y, and Z generations are demonstrated. Then, a survey was conducted on 160 respondents to differ the perceptions between these generations while considering the respondents’ educational and social-related features. Results of this study support that Information Technology (IT)-related education is insufficient for the upcoming generations who were born and grew in the digital age. Generation Y is the least satisfied with IT-related lectures and more affected by the movement of sustainability. The perceptions between the generations are found statistically different and solutions are offered for the upcoming generations. The outcomes of this study are expected to guide professionals in a/e education to better fulfill the expectations of the upcoming generations.
Highlights
The construction industry is facing substantial technological transformations that enrich both architecture and engineering (a/e) curricula
Education could be defined as the art of raising people for a certain purpose, where changes occur in knowledge, skills, attitudes, and values (Fidan & Erden, 1998; Inal, 2004)
Methodology respondents from 5 metropolitan regions of Turkey; Istanbul, Sakarya, Bursa, Antalya, and Eskisehir who are the undergraduates and graduates of architecture and civil engineering majors have been evaluated in terms of their perspective on the technology in education
Summary
The construction industry is facing substantial technological transformations that enrich both architecture and engineering (a/e) curricula. Advances in technology have led to changes in the perception of individuals for education in the construction industry. The characteristics of different generations influenced a/e education which led to the introduction of more interactive and collective educational models (Ibrahim & Kurilovas, 2016). These models need to be constantly questioned whether they conform to the requirements of the age (Lokce, 2013). Angelides and Loukogeorgaki (2005) proposed a framework for the future of civil engineering education by integrating participants from academics, industry professionals, designers, government officials and students discussing worldwide trends, the societal and qualification requirements for European civil engineering education The different scenarios of undertaking the roles of primary design or third-party consultant and client representative would give the necessary skills of working with collaborative teams, strict schedules and real-client based design problems. Angelides and Loukogeorgaki (2005) proposed a framework for the future of civil engineering education by integrating participants from academics, industry professionals, designers, government officials and students discussing worldwide trends, the societal and qualification requirements for European civil engineering education
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
