Artificial intelligence and soft skills in civil engineering education: A Latin American curriculum gap with global implications

Abstract

This study analyzes the integration of Artificial Intelligence (AI) and the development of soft skills within the Civil Engineering program at the Universidad Estatal del Sur de Manabí (UNESUM) in Ecuador. Using a qualitative documentary analysis, the research examined 20 course syllabi and institutional curricular frameworks to assess the presence of socio-emotional competencies and emerging technologies. The findings reveal a fragmented and insufficient incorporation of soft skills, mainly restricted to transversal courses, and a complete absence of AI-related pedagogical content—even in technology-relevant subjects. These gaps indicate a structural misalignment between the graduate profile and the implemented curriculum. The study argues for a comprehensive curricular redesign that combines technical instruction with transversal competencies and leverages AI as a pedagogical resource. While based on a single Latin American institution, the results highlight broader systemic challenges in engineering education across developing regions, offering insights relevant to similar contexts. This paper contributes to the global discussion on curriculum innovation in the era of Industry 4.0.