This paper presents a student-driven interdisciplinary project integrating research into higher education through experiential, project-based learning at the University of Ljubljana (2022/2023). The project, titled “Aggregation of Structural Data on Post-War Architecture in Slovenia for the Assessment of its Seismic Vulnerability,” connected Architecture and Civil/Geodetic Engineering students. Their goal was collecting, analysing, and organizing data on multifamily buildings (1945-1963) in Ljubljana to evaluate their seismic vulnerability.

Six students (architecture, urbanism, civil engineering) collaborated in weekly work packages, sourcing spatial/technical data from national geoportals and databases. Using Geographic Information System (GIS) software to manage geographically referenced information, students visualized and analyzed data based on location, revealing spatial patterns. GIS enabled mapping and filtering, identifying over 400 relevant buildings. Key characteristics (height, storeys, construction year, material type) were exported into a structured database. This process provided hands-on experience with geospatial analysis and digital data processing – skills valuable across disciplines.

For selected buildings, students conducted archival research at the Historical Archives of Ljubljana (ZAL), locating original plans and technical documents. This required learning to navigate physical archives, interpret historical documents, and resolve data gaps. Architectural plans were digitized; for some buildings, 3D models were created using Building Information Modelling (BIM). BIM enables detailed digital building representations integrating geometric/non-geometric data, becoming standard in the AEC industry for analysis and renovation planning.

Throughout the project, students deepened their seismic resilience knowledge via national strategies and the POTROG platform for basic vulnerability assessments. A visit to the Slovenian National Building and Civil Engineering Institute (ZAG) introduced laboratory testing and real-world structural research, bridging academic learning and professional practice.

The educational value includes technical outputs and a wide range of student-developed competencies:
- domain-specific skills: GIS analysis, data integration, digitalization, seismic behaviour understanding;
- research skills: working with primary sources, structuring datasets, applying analytical frameworks;
- transferable skills: interdisciplinary communication, project management, problem-solving, critical thinking.

Students learned from each other: civil engineers shared construction and BIM knowledge, architects offered design interpretation, and an urbanism student guided the use of GIS software. This peer-to-peer learning dynamic fostered technical understanding and crucial collaborative skills across disciplines.

Ultimately, the project demonstrates how integrating research into education via interdisciplinary project work engages students in meaningful learning while contributing to socially relevant challenges.

Keywords: Interdisciplinary education, project-based learning, higher education, student research.