Abstract
Abstract Chemical engineering education is nowadays increasingly supported by the use of various computational tools as the employers’ requirements for computing skills of graduates are growing too. However, students often acquire computational skills in an unsystematic manner due to a lack of defining and applying computer-based outcomes within the syllabuses suitable for the particular level of the Bologna three-cycle system. This paper bridges this gap by providing the review of the essential learning outcomes in the computer-aided chemical engineering education during all three cycles. The identified outcomes gradually progress from application-based competencies up to more advanced process modeling ones based on knowledge synthesis and creation. Accordingly, the educational strategies and curricula can be redesigned in order to integrate courses more efficiently both horizontally and vertically, and upgrade the use of computational tools.
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