ABSTRACT
Today there are high expectations for the education of the next generation of digitally aware architects and engineers. While most of the existing publications on these educations focus on single innovative experiments, this research proposes an inclusive investigation of their larger trends, strengths and limitations. Based on a first bibliometric study a survey was defined and sent to a wide population of educators and trainers in both academia and practice. The results of this survey show numerous gaps and silos in what is taught today, and highlight as well the numerous difficulties met.
