Abstract
This study investigated the impact of integrating design-technological activities on developing mathematical competencies among construction engineering students. A mixed methods approach compared curriculum delivery with and without digital tools across universities in Kazakhstan and Turkey. First, semi-structured interviews of faculty provided qualitative insights concerning technology adoption barriers. Next, an experimental group leveraging graphing calculators was tested against a control group using traditional techniques for solving straight line mathematics problems. Results showed the experimental group scored significantly higher at both Mukhtar Auezov South Kazakhstan University and MEF University, demonstrating enhanced conceptual understanding and problem-solving abilities when utilizing educational technologies. Interviews also suggested current training programs at Mukhtar Auezov South Kazakhstan University more extensively cover instructional design with mathematical digital tools. Findings highlight measurable learning benefits from incorporating technologies like dynamic geometry software and graphing calculators to improve construction engineering education.