The current legislative and regulatory framework in the field of higher education as well as the Education, Science and Technology Strategy directs the education of construction engineers towards construction innovations, new design concepts, technologies, and materials according to globally set goal - resource saving. These requirements demand the application of contemporary teaching methods like learning through work, research, putting into function learned concepts, using acquired knowledge and skills in actual examples, learning in the context of division of work and communication with other participants in teaching.
This education approach is realized within the course of the Substructure of Transport Infrastructure, compulsory course at the first year of graduate study at the Faculty of Civil Engineering Osijek. The aim of the course is to familiarize students with the design and construction of the lower structure of roads and facilities therein, technology planning and the quality control of works. Familiar, classical performances of lectures and exercises are complemented with workshops, independent work of students in the laboratory, independent work on computer programs, field teaching and participation of practitioners as guest lectures.
An important part of the knowledge acquisition is the work in the laboratory where, apart from getting to know how to use the equipment, students perform the standard Proctor’s experiment. That way, they extend the theoretical knowledge of Proctor's experiment, remove possible confusion and understand the standards requirements that determine the experiment and make the results relevant. This paper describes the contemporary approach to the education by analyzing the concept of Substructure of Transport Infrastructure course.

engineering education, road infrastructure, substructure of transport infrastructure, contemporary teaching methods