Balancing theory and computational tools in undergraduate engineering education

The growing use of computational tools in engineering education creates opportunities for applied learning but also raises concerns that software proficiency may be prioritized over theoretical understanding. This qualitative descriptive study examined how undergraduate students in water resources and hydraulic engineering courses demonstrated theoretical understanding, theory-tool integration, and engineering judgment across laboratory assignments. De-identified submissions collected with institutional review board approval were analyzed using a three-level coding framework. Results showed stronger performance in structured and software supported activities, although successful tool use did not always reflect strong conceptual understanding. Engineering judgment was most evident when assignments explicitly required interpretation, feasibility assessment, and justification. The findings support laboratory designs that connect analytical reasoning, computational tools, verification, and engineering decision making.