Abstract:

The relationship between education and research is a defining feature of high-quality engineering studies, particularly in fields shaped by rapid technological change, digitalisation, and sustainability-driven transformation. This paper examines how these links have been developed in Civil Engineering studies at Kaunas University of Technology over a ten-year period. The analysis is based on study field self-evaluation data and focuses on three interconnected dimensions: research-informed curriculum development, research-based final thesis preparation, and student engagement in academic results dissemination.

The findings show that the connection between education and research is integrated in the study process through several complementary mechanisms. Study content has been continuously renewed through participation in national and international research projects, applied research and experimental development activities, and collaboration with external partners. These activities have contributed to the integration of new technological knowledge, BIM-related competences, laboratory research experience, and innovative teaching approaches into study modules. Research and project experience has also informed the development of final thesis topics, creating direct links between ongoing academic work and student learning.

Student involvement in research has been strengthened through scientific mentoring, project-based learning, and final thesis work. Depending on the level and form of engagement, student research outcomes may be presented at scientific conferences, published in academic papers, or demonstrated in university innovation events. Particular importance is given to second-cycle studies, where an individual research project and a research-based final thesis provide a formal framework for research-led learning.

The paper demonstrates that, over the last decade, the links between education and research in Civil Engineering have been developed not only as an institutional goal, but as a consistent study practice reflected in curriculum renewal, thesis design, and student academic participation. The final version of the paper will complement the qualitative analysis with quantitative indicators on student participation in scientific conferences and co-authorship in publications in order to strengthen the evidence base of the study.

Keywords:

Civil Engineering Studies, Research-Based Learning, Education and Research Links, Curriculum Development, Student Research Engagement, Final Thesis, Higher Education.