Engineering education is undergoing a digital transformation, where technical proficiency in cutting-edge tools and collaborative skills are increasingly valued by the industry. This project explores the integration of generative design tools and artificial intelligence (AI) in the academic context of computer-aided design (CAD) training, focusing on students at the National University of Distance Education (UNED), who are characterized by their diverse backgrounds and geographical dispersion.

The initiative seeks to define technical and pedagogical specifications for collaborative platforms suitable for design work, aligned with current professional practices. The tools evaluated include Autodesk Fusion 360, Alias ​​​​AutoStudio, Revit Generative Design, among others, which incorporate AI-based features and cloud collaboration.

The methodology involves the participation of faculty, tutors, and students, the systematic evaluation of the tools according to defined criteria (interoperability, usability, AI integration, etc.), pilot implementation with selected students, and the collection of qualitative feedback through surveys and interviews. The project builds on previous work developed at the same university in the field of collaborative engineering training and methodologies focused on artificial intelligence.

Preliminary results suggest that the use of professional-grade AI-powered design tools encourages participation, promotes creativity, and connects academic work with industry expectations. The project also identifies limitations in current platforms (e.g., UNED's Agora) and offers a roadmap for further development of the system.

This proposal seeks to share findings, promote international collaboration, and discuss scalable strategies for integrating intelligent design tools into distance learning engineering curricula.

Keywords: Generative design, Engineering education, Artificial intelligence, Computer aided design (CAD), Collaborative learning, Distance education.