Instructional applications and pedagogical alignment of digital technologies in construction education: A structured review

Document Type

Article

Publication Date

9-1-2026

Abstract

The integration of digital technologies into construction-related higher education has expanded rapidly over the past decade, yet existing studies differ substantially in pedagogical focus, instructional intent, and analytical depth. Such variation limits cross-study interpretation and makes it difficult to understand how digital technologies are positioned within learning activities. To address this issue, this study systematically reviewed 133 peer-reviewed journal articles published between 2015 and 2025, drawing on sources indexed in Scopus and Google Scholar. A two-stage analytical approach was adopted. Bibliometric mapping was first used to identify thematic structures and patterns of research attention. This was followed by a qualitative synthesis examining how digital technologies are employed to support specific instructional functions within construction education. Six recurring instructional functions were identified: knowledge visualization, skill simulation, collaborative learning, feedback and cognitive support, adaptive learning, and sustainability reasoning. Across these functions, digital technologies are consistently used to support recognition, procedural execution, coordination, and short-cycle adjustment. In contrast, fewer studies extend their instructional use toward sustained reasoning, judgment formation, or progression across learning sequences. By organizing existing evidence around instructional functions and their observed boundaries, this review clarifies how digital technologies are currently embedded within construction education and where instructional advancement remains limited. These insights provide a structured basis for future research design, curriculum development, and informed integration of digital technologies in construction education.

Publication Title

Advanced Engineering Informatics

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