IMPROVING THE METHODOLOGY FOR DEVELOPING THE INTELLECTUAL-DESIGN COMPETENCE OF FUTURE CIVIL ENGINEERS IN DIGITAL EDUCATION (ON THE EXAMPLE OF THE COURSE "TECHNOLOGY OF CONSTRUCTION PROCESSES")

This article develops a methodological model for fostering the intellectual-design competence of future civil engineers in a digital learning environment, using the course “Technology of Construction Processes” as the disciplinary context. Intellectual-design competence is defined as an integrated ability to analyse an engineering problem, formalise constraints, generate alternative technological solutions, validate them through digital models, compare alternatives against technical, economic, and safety criteria, and defend a reasoned decision. Drawing on international research on BIM education, digital competence, project-based engineering education, virtual reality, and digital twins, the study proposes a five-component competence structure, a six-stage digital didactic cycle, a task-integration matrix, and an artefact-based assessment rubric. The model combines BIM/4D modelling, common data environments, VR/AR, digital twins, e-portfolios, and responsible use of AI-assisted tools. Its key principle is that digital technologies should not be taught as isolated software skills; rather, they should serve as cognitive and project instruments that strengthen higher-order engineering reasoning, evidence-based design, and reflective decision-making.