Digital Technologies for Construction Education: Trends across Pedagogical Functions

Document Type

Conference Proceeding

Publication Date

1-1-2026

Abstract

Although digital technologies are increasingly embedded in construction of higher education, studies vary considerably in scope, pedagogical orientation, and methodological rigor. Current reviews have often concentrated on adoption trends or technology classifications, but offer limited discussion of how these tools shape learning outcomes. To address this gap, this study reviewed 124 peer-reviewed journal articles published between 2016 and 2025, combining bibliometric mapping with qualitative synthesis. The analysis was organized around five pedagogical functions: representation and knowledge building, simulation and skill development, collaboration and team-based learning, feedback and adaptivity, and sustainability and systems thinking. Results suggest a shift: early efforts centered on Building Information Modeling (BIM) and Virtual Reality (VR) for visualization and procedural training, whereas more recent work has incorporated Augmented Reality (AR), robotics, and Artificial Intelligence (AI) for interactive, adaptive, and sustainability-oriented applications. Yet most implementations remain short-term and only loosely tied to curricular objectives, with limited grounding in educational theory. Taken together, these findings suggest the value of a functional perspective for interpreting digital technology in construction education and point to several priorities for future research, including longitudinal and comparative studies, closer integration of emerging tools, and investigations that better reflect the realities of authentic learning environments.

Publication Title

Construction Research Congress 2026 Advanced Technologies Artificial Intelligence and Data Analytics in Construction Selected Papers from Construction Research Congress 2026

ISBN

[9780784486993]

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