The simplification of space science and technology for students K–12 is a challenging task for educators. Virtual reality and augmented reality are educational techniques that introduce the concept of educational games. Moreover, those techniques have a stunning effect on students. This work presents the utilization of virtual reality models to teach students about the satellite types, satellite subsystems, the satellite assembly and integration process, watching the rocket launch carrying the satellite and observing the satellite in its orbit in virtual space laboratories. A 10-min mission in virtual laboratories will effectively improve the learning outcomes. In addition to the VR feature, a set of activities and short movies are considered to be beneficial for use by students to enrich the teaching results. Finally, the VR model results confirmed that the students’ knowledge about the space technology cycle is boosted.

Motivation to study engineering in undergraduate study is of great importance to students. It encourages undergraduate students to enroll in an engineering program and continue their studies without dropping out. Male students enroll in engineering programs with large numbers compared to female students in many parts of the world. In Saudi Arabia, there were limited engineering programs for female students. In this research, the motivation to study engineering is studied and compared between male and female students in the College of Engineering at Prince Sultan University, the first private university in Saudi Arabia. The study was conducted through a detailed survey distributed to 41 male engineering management students and 45 female architectural engineering students. These students’ performance and experience were considered and compared considering their gender to evaluate their persistence toward engineering study. According to the results obtained, the highest degree of the parents had a considerable effect on the selection of engineering major for male and female students. Most surveyed male and female students select an engineering major because of its positive impact on the community and its role in improving the way of life. Male students may differ in that they considered engineering in order to start their own business after graduation with a higher percentage compared to female students. There was a very limited role of the school in selecting engineering majors according to the surveyed male and female students. This role should be enhanced and utilized to encourage more female students to consider engineering majors in their college study.

Architecture students have a limited understanding of technology’s pedagogical benefits, which creates a gap between the potential of technology-enhanced learning and its actual implementation. A promising solution to this underlying problem would be the integration of GAI in architecture education. The purpose of this study is to explore the role of GAI in architecture education from students’ perspectives. A self-developed questionnaire was employed to collect data from 239 architecture students from three universities in Saudi Arabia and Egypt. Frequency distribution and structural equation modeling (SEM) were employed for data analysis. The study found a low level of awareness and moderate level of perception toward GAI. Integrating GAI into architecture education through knowledge and ethical awareness enhances students’ general skills competency and architecture and design expertise. Students who perceive GAI as beneficial enhance their general skills competency, while those who perceive GAI as challenging undermine their architecture and design expertise. The study also reported that students who intend to integrate GAI in architecture education have high ethical awareness toward GAI and possess a positive perception about GAI while inclining toward its benefits. Students should gain a better understanding of GAI tools and the ways to use them in architecture education in order to improve their general and field-specific skills proficiency. Educators must work with students to enhance their knowledge about GAI and the perception of its benefits and challenges, so that a focused skills development can transform students’ basic competencies to advanced architecture and design expertise.

Purpose: The role of women in the architecture and design industry is aligned with Saudi Arabia’s Vision 2030, which aims to increase the participation of women in the Saudi construction sector. Saudi female graduates from architectural and design schools are currently working in most of the mega projects underway in Riyadh; however, they face certain challenges at the beginning of their working lives due to the gap between the skills acquired during an architectural and design education and those needed for employability.Design/methodology/approach: This study evaluates the employability skills of Saudi female cooperative education (COOP) students and graduates from architectural schools in Riyadh. A quantitative approach is taken, and two questionnaires are administered: one for female COOP students and graduates from the college of architecture and design in one of the private universities in Riyadh and the other for employers from different architectural firms and governmental organizations in Riyadh. Descriptive and inferential statistics were used to analyze the research data.Findings: The research findings suggest that practical experiences and on-site observation activities should be provided, and sustainability solutions and applications should be incorporated into the curriculum to bring architecture education closer to the architectural profession and highlight the role of universities in supporting graduates' skills development.Research limitations/implications: It is worth mentioning that the results of this study were based on the survey distributed to architecture and interior female students in a private university in Saudi Arabia. The number of students surveyed in this study is not large enough to generalize the survey results to the entire population of architecture and interior design students in the kingdom and in the world. The study will be extended to include more participants from male and female students in other universities in Saudi Arabia to investigate the gaps in employability skills in the field of architecture and interior design in the Kingdom.Practical implications: The study has practical and policy implications for further development and upcoming challenges as the labor market seems to improve and innovate every day. The study suggests providing practical experiences and onsite observation activities and incorporating sustainability solutions and applications into the curriculum.Originality/value: The originality of this study is that it focuses on the importance of some employability skills, such as research and budgeting aspects, Sustainability solutions and applications for students that have not been mentioned in the previous studies.

Predicting subsoil properties accurately is important for engineering tasks like construction, land development, and environmental management. However, traditional approaches that use borehole data often face challenges because the data is sparse and unevenly spread, which can cause uncertainty in understanding the subsurface. This study introduces a novel geostatistical framework employing Empirical Bayesian Kriging 3D (EBK3D) within a Geographic Information System (GIS), which was developed to construct three-dimensional lithological models. The framework was applied to 265 boreholes from the Queen Mary Reservoir in London. ArcGIS Pro was used to interpolate lithology layers using EBK3D, resulting in voxel-based models that represent both horizontal and vertical lithological variations. Model validation was performed with an independent dataset comprising 30% of the boreholes. The results demonstrated high predictive accuracy for layer elevations (Pearson’s r = 0.99, MAE = 0.31 m). The model achieved 100% accuracy in predicting borehole stratigraphy in homogenous zones and correctly identified 77% of lithological layers in heterogeneous zones. In complex regions, the model accurately predicted the whole borehole in 49% of cases. This framework provides a reliable, repeatable, and cost-effective method for three-dimensional subsurface characterization, enhancing traditional approaches by automating uncertainty quantification and capturing both vertical and horizontal variability.

Traditional lectures in architectural engineering often fall short of effectively conveying practical applications. This study introduces a hybrid teaching approach that integrates structured field trips with traditional lectures based on Kolb’s four-step experiential learning cycle to address this. An experimental design was implemented to assess the impact of this method on achieving core Course Learning Outcomes (CLOs). Using SPSS, independent-sample t-tests, and one-way ANOVA, we compared CLO scores across intervention groups, student seniority levels, and field trip frequency. At the same time, multiple linear regression analyses were used to analyze the influence of students’ attitudes, prior experiences, and enjoyment on the CLO scores. CLO achievement was further validated through the Course Learning Outcome Analysis Tool (COAT). The findings reveal that students exposed to field trips performed significantly better, particularly freshmen and junior students, who showed greater knowledge gains than their senior peers. Additionally, a higher frequency of trips was associated with improved academic performance, and students’ positive attitudes, prior exposure, and enjoyment of field trips positively influenced their CLO outcomes. These results underscore the effectiveness of integrating experiential learning into architectural engineering education, offering a compelling supplement to conventional lectures and addressing the limitations of traditional instructional methods by fostering deeper, more meaningful student engagement and learning.