Abstract
This paper examines the process of digitalization in construction education in Kazakhstan based on the analysis of 39 educational programs. The methodological framework included content analysis of educational programs and catalogs of elective courses from various universities, as well as a structural classification of disciplines into three blocks: constructive-technological, organizational-management, and digital. For quantitative interpretation of the data, statistical visualization methods were applied, including the construction of scatter plots and the analysis of discipline distribution. The results showed that a digital component is present in all analyzed programs, which confirms the systematic integration of digital elements into the training of future specialists. However, the analysis of teaching methods revealed that digital tools are used mainly as instruments of visualization and design, while their application in practice-oriented learning remains limited. Based on the findings, recommendations were formulated to expand digital practice-based training, integrate IoT and sensor technologies, and develop a unified educational resource that would consolidate digital elements into a coherent pedagogical system for preparing future builders. Such a resource will contribute not only to the formation of professional competencies but also to the development of transversal skills demanded by the modern labor market, including critical and creative thinking, digital literacy, collaboration, communication, and reflection.