Abstract:

Natural and man-made disasters are a pressing source of problems, and research indicates that engineering curricula have significant gaps in the areas of digital visualization, risk assessment, and sustainable reconstruction planning. Technical drawing, as a core subject in engineering education, must evolve beyond the boundaries of traditional technical drawing to encompass the advanced digital competencies required in modern practice. This study presents an EU-funded international education project that is developing and testing a collaborative teaching methodology using augmented and virtual reality (AR/VR) to effectively, sustainably, and resiliently restore damaged historic buildings. The proposal addresses an urgent need: engineering students lack systematic training in the digital visualization of the impact of disasters on cultural heritage sites and the application of VR-based modernization strategies -competencies for which demand is growing across Europe.

Methodology:
The project is implemented using an international, multi-phase research and development methodology involving partner universities and industry representatives from three European countries. Key activities include: (1) an international comparative analysis of existing AR/VR applications for the digital representation of building damage following disasters; (2) a systematic review and synthesis of VR-based risk assessment and retrofitting strategies for structural resilience; and (3) the joint development, testing, and evaluation of VR studio training modules focused on case studies of real historical buildings affected by earthquakes or climate change. Data collection, using mixed methods, includes the assessment of students’ digital competencies before and after the implementation of the measure, AR/VR competency assessment criteria, surveys among lecturers, and structured feedback from industry partners. Pilot modules will be conducted at all partner institutions using immersive VR environments and AI-based design tools.

Results:
Preliminary results from the analysis phase confirm that there is a critical lack of structured AR/VR training programs for the restoration of historic buildings in European engineering study programs. Pilot VR studio sessions demonstrated that students’ abilities to identify structural deficiencies, model modernization measures, and communicate restoration strategies using immersive digital environments improved significantly. Instructors observed enhanced interdisciplinary collaboration and a deeper interest in the principles of heritage preservation, as case-based VR scenarios replaced traditional classroom activities.

Conclusions:
Ongoing research and the application of results from previous projects indicate that a collaboration-based AR/ VR training system—based on real-world case studies of historic buildings and supported by AI-generated design tools—significantly improves students’ digital skills in the areas of sustainable renovation and risk-based design. The system being developed, along with AR/VR training guidelines and an international training program, ensures transferable, replicable results that can be adapted to various engineering study programs. This approach directly aligns with EU priorities in the areas of digital education, cultural heritage preservation, and climate resilience, and offers a practical model for integrating immersive technologies into engineering graphics education across Europe and beyond.

Keywords:

Keywords Engineering graphics, AR/VR, renovation of historic buildings, digital skills, sustainable design, engineering education.