Abstract
The contemporary system of higher education faces the need to update pedagogical approaches in response to evolving educational demands and the changing requirements of students’ professional preparation. Digital learning environments are becoming increasingly significant due to their flexibility, interactivity, and capacity for individualized learning. The purpose of this study was to identify the pedagogical needs of students and faculty members in construction-related programs as a basis for developing a new digital educational tool. The survey conducted made it possible to determine which forms of digital support learners consider most effective and which barriers hinder their use. The data analysis confirmed the importance of visual, practice-oriented, and interactive formats that promote deeper understanding of academic content and the development of transversal skills. The study also revealed the need for methodological support that enables faculty members to integrate digital technologies without increasing their workload. The findings provide pedagogically grounded recommendations for designing a digital learning environment capable of enhancing the quality of professional training for future specialists in the context of digital transformation