A school pupil can look at a building and see its shape, its windows and perhaps the solar panels on its roof. Finding out how much energy it uses, or how it connects to the wider electricity network, usually requires more information. A new Scottish qualification puts that information into an interactive model, allowing pupils to explore the engineering behind familiar surroundings.
Scotland’s Infrastructure Pathway, developed by Heriot-Watt University and Midlothian Council using Bentley Systems software, was launched in Edinburgh on 19 October. It combines digital tools with projects involving universities and employers, giving secondary pupils a practical introduction to infrastructure engineering.
At its centre is a digital twin: a computer representation of real buildings, streets and energy networks. Built using Bentley’s Cesium software, the model was originally developed to visualise energy data for Heriot-Watt’s campus decarbonisation work.
Pupils can select buildings to investigate energy use, explore how wind turbines supply electricity and test ideas using real data on wind, water, energy and live sensors. The intention is to make the connections between engineering decisions and their consequences easier to investigate.
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That gives classroom learning a tangible setting. Energy use becomes something attached to a building pupils can examine, while infrastructure becomes a collection of connected systems they can explore. The approach is also intended to engage young people who may find conventional maths and science lessons less accessible.
The platform runs in an ordinary web browser on devices already used in schools, including Chromebooks and iPads. Bentley’s technology is free for education, helping schools introduce the tools without requiring specialist computing facilities.
Over an academic year, pupils work through project scenarios with universities and industry partners, including engineering consultancy Mott MacDonald and energy company SSE. These activities connect the digital model with the kinds of questions engineers encounter when planning and managing infrastructure.
The pathway has been piloted in four Midlothian schools with Heriot-Watt and the University of Edinburgh, in association with the University of Glasgow. It leads to a qualification at Level 6 of the Scottish Credit and Qualifications Framework, with plans to reach around 40 schools across Scotland in 2027.
For entry to Heriot-Watt’s civil and architectural engineering degrees, the qualification counts as a B at Higher. It therefore offers pupils both an introduction to the subject and a recognised step towards further study.
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Developed over three years by educators and industry representatives, the wider pathway aims to strengthen connections between school, college, university, apprenticeships and employment. Its curriculum is intended to evolve alongside industry, helping pupils understand how skills in engineering, construction, data and environmental science can be applied.