Engineering the Future: Student Perspectives on Integrating AI into CivilEngineering Education: A Case Study of Hormuud University, Somalia

Abstract

The rapid advancement of Artificial Intelligence (AI) is fundamentally transforming the landscape of professional engineering, yet the integration of these tools into academic curricula remains a subject of ongoing debate. This research investigates the attitudes and perspectives of Civil Engineering students toward the use of AI-driven tools for academic learning support. As the industry moves toward "Construction 4.0," understanding student readiness and ethical perceptions is critical for reshaping engineering pedagogy. Using a quantitative survey-based approach, this study evaluates 100 civil engineering students' awareness and familiarity with AI tools, their perceived benefits for learning, productivity and problem-solving, and their attitudes toward institutional guidelines. Most respondents (79%) used AI tools daily or weekly, and all four scales were moderately positive (awareness M = 3.43, perceived benefits M = 3.46, institutional guidelines M = 3.42, general support M = 3.55). However, students were least confident about having enough knowledge to use AI tools effectively (M = 3.20), indicating a gap between personal tool adoption and formal institutional guidance. The results highlight a demand for structured AI integration that balances computational efficiency with the rigorous analytical thinking required in civil engineering. This paper provides valuable insights for educators and policymakers aiming to modernize civil engineering programs. By aligning academic frameworks with student attitudes, institutions can better prepare the next generation of engineers to leverage AI responsibly and effectively in a digitizing global infrastructure sector.