Abstract
This paper explores the state of flux within civil engineering education with universities facing demand from the ever-evolving industry to develop graduates with the desired skillsets and values. It discusses the transition in pedagogic approaches towards learner-centred models and
evaluates the implementation of the Project-Based Learning (PBL) tool to shape the next generation of practicing civil engineers. A case study application of such a tool is explored in the form of the Design, Assemble and Dismantle (DAD) Project delivered during the first year of the civil
engineering undergraduate programme at the University of Surrey. This Project is of an experiential nature where the student is placed at the centre of the pedagogic process. In order to fully understand the advantages of integrating this pedagogic tool in higher education in terms of enhancements
it can make to the attributes developed and growth experienced by students, interviews with 20 participants of the DAD Project between 2015-2021 were conducted. The collated reflections depict the Project as an effective mechanism for developing an array of skills and values, including problem-solving,
team working, leadership, communication, and cultivating a shift in mindset whereby students become more holistic, active, and conscious learners with a greater sense of accountability; all of which are paramount for the challenges of the 21st century.