Systematic Design of Competency-Based HPC and AI Education for Transport Systems

Somers, Carmel and González-Vélez, Horacio (2026) Systematic Design of Competency-Based HPC and AI Education for Transport Systems. In: Availability, Reliability and Security. ARES 2026 EU Projects Symposium Workshops. Lecture Notes in Computer Science (16903). Springer, Cham, Linköping, Sweden, pp. 327-344. ISBN 978-3-032-37217-8

Preview

PDF Download (1MB) | Preview

Abstract

High Performance Computing (HPC) and Artificial Intelligence (AI) are increasingly shaping transport and mobility systems through digitalisation, modelling, optimisation, and data-intensive decision-making. However, postgraduate provision in these areas often remains anchored in traditional computer science pathways, creating misalignment with the applied and interdisciplinary capabilities now required across transport-sector roles. This paper presents a mixed-methods needs analysis developed within the GreenShift project to identify the capabilities required for advanced digital education in the European transport and mobility sector. The study integrates three complementary methods: LLM-assisted desk research in the EU27, a stakeholder survey with 58 valid responses, and nine semi-structured qualitative interviews with transport and mobility stakeholders. Throughout the desk research process, 156 potentially relevant sources were initially identified and 103 were retained after structured manual validation, resulting in a consolidated evidence base on emerging transport-related roles and associated skills. Rather than treating AI, sustainability, governance, and HPC as isolated specialist domains, the analysis shows that these operate as cross-cutting capability layers embedded across four curriculum-oriented Role Families: Transport Data Analytics; Modelling, Simulation and Digital Twin; Systems Integration and Platform; and Digital Innovation Leadership (Transport-specific). The paper argues that curriculum design for non-computer-science learners should be grounded in validated role-capability patterns and translated into flexible, interdisciplinary programme structures aligned with organisational readiness and labour market demand.

Item Type:	Book Section
Additional Information:	©2026-27 Springer. This is a post-peer-review, pre-copyedit version of a book chapter published in Springer Verlag’s Lecture Notes in Computer Science volume 16903. The final authenticated version is available online at: https://doi.org/10.1007/978-3-032-37218-5_20.
Uncontrolled Keywords:	Curriculum design; skills need analysis; digital twins; sustainability; role-based learning; high performance computing
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LB Theory and practice of education > LB2361 Curriculum T Technology > TA Engineering (General). Civil engineering (General) Q Science > QH Natural history > QH301 Biology > Methods of research. Technique. Experimental biology > Data processing. Bioinformatics > Artificial intelligence Q Science > Q Science (General) > Self-organizing systems. Conscious automata > Artificial intelligence
Divisions:	School of Computing > Staff Research and Publications
Depositing User:	Tamara Malone
Date Deposited:	25 Aug 2026 15:38
Last Modified:	25 Aug 2026 15:38
URI:	https://norma.ncirl.ie/id/eprint/9639

Actions (login required)

View Item