Guest editorial: Embracing the future construction project lifecycle: education and training for construction 4.0

Citation

Rashidi, A., Najafi, M., Arashpour, M., Moehler, R., Bai, Y. and Rahimian, F. (2024), "Guest editorial: Embracing the future construction project lifecycle: education and training for construction 4.0", Smart and Sustainable Built Environment, Vol. 13 No. 4, pp. 757-762. https://doi.org/10.1108/SASBE-07-2024-407

The construction industry is modernising and focussing on ensuring that its architecture, engineering and construction (AEC) workforce has the skills they need under the 4th Industrial Revolution (IR4.0) (Rahimian et al., 2021). The digitalisation of the construction industry is accelerating the development of multiple new tools to support workforce capacity and capability development in the built environment, including all phases of the building project lifecycle, from design and planning to construction and facility management stages (Goulding and Rahimian, 2012; Hajirasouli et al., 2023; Lee et al., 2022). There is a critical need to revolutionise workforce capability to improve the construction industry’s quality and productivity (Goulding and Rahimian, 2019) and take advantage of the possibilities of IR4.0 (Elghaish et al., 2022). The development of technological capability and human resource capacity must be specific to the needs of the built environment. Thus, construction 4.0 emerges as a concept to drive improvement of the overall quality of the workforce in the building sector, involving professional, technical, vocational and educational training, working skills, safety competency and organising competent labour in the AEC sector.

Innovative vocational education based on emerging technologies in construction 4.0 can provide initial skilling and help workers retrain as jobs and industries evolve, including in response to economic and technological change. Prior studies posit having a new advanced construction knowledge transfer framework, such as gaming or a simulated extended reality environment, with a combination of interactive visualisation, audio cues and performance feedback mechanisms in a virtual workspace to demonstrate a process of modern methods of construction to practitioners (Rashidi et al., 2012). Therefore, developing mixed reality scenarios will facilitate the proper training and education by the design and management team to fulfil the social, environmental and economic requirements for the design and management of intelligent buildings (Rashidi and Ibrahim, 2017). A recent study has demonstrated that spatial understanding, spatiotemporal conflicts, project collaboration between stakeholders, training and education and safety management are aspects of construction planning that could significantly improve from the adoption of innovative technologies such as 4D building information modelling (BIM) (Getuli et al., 2021) in virtual reality (VR) environment (Rashidi et al., 2023).

However, the future of construction is bright, with unprecedented opportunities for growth and improvement. In this regard, the role of policymakers and educational leaders is equally important. Additionally, accreditation bodies must update their standards to reflect the competencies required in the modern construction landscape. Employers play a vital role in this ecosystem by providing access to training resources and embracing a culture of innovation and adaptability within organisations to provide lifelong learning for the construction workforce. Last but not least, by engaging with real-world projects and utilising cutting-edge technologies, practitioners can bridge the gap between theoretical knowledge and practical application to build a resilient, skilled and forward-thinking construction industry capable of shaping the built environment of the future.

As a reflection on these, this Smart and Sustainable Built Environment (SASBE) special issue brought together 12 papers on education and training for construction 4.0. This issue will define realistic (and desirable) immersive and advanced technologies for further design and development/evaluation of appropriate skill training platforms to reinforce hands-on workforce training in building construction. It will increase human capability and capacity development towards a more efficient building industry.

Dadzoe et al. (2024) argue that engaging various actors within the construction value chain is critical to promoting the uptake and usage of green buildings. The authors state that despite its global acceptance, green building construction is still in the early stages in Ghana. Most studies in sub-Saharan Africa indicate that a lack of knowledge hinders its development. However, more studies are needed to assess stakeholders' knowledge levels in this context. Using a structured questionnaire, Dadzoe et al. (2024) compare the level of knowledge of green building construction between construction professionals and demand-side operators. The findings of this study reveal that construction professionals were more aware of green building construction than demand-side operators. It was further identified that only a few of these stakeholders had hands-on experience, as most gained awareness through research studies. Based on the study’s findings, it was revealed that the concept of green building construction is more abstract to stakeholders than practical, despite their positive attitude towards its adoption.

In their paper, Kordestani Ghalenoei et al. (2024) explain that the development of prefabrication into full-scale offsite manufacturing processes in the construction industry is paradigm-shifting. BIM is increasingly becoming the primary method of communication and integration in construction projects to facilitate the flow of information. The authors argue that although BIM and offsite construction (OSC) research has been conducted, integrating these concepts remains ambiguous and complex and needs more documentation and structure, especially in New Zealand. Hence, in this study, they investigate OSC and BIM integration challenges by conducting a systematic literature review and semi-structured expert interviews. This paper presents a robust framework for integrating OSC and BIM, identifying integration challenges and proposing strategies for overcoming them.

Mostafavi et al. (2024) present a novel framework based on deep learning models to assess the energy and environmental performance of a given building space layout, facilitating the decision-making process at the early design stage. Their proposed framework helps upskill the design professionals involved with the AEC sector by engaging artificial intelligence in human–computer interactions. In this study, Mostafavi et al. (2024) suggest using an image-based deep learning model called pix2pix to predict overall daylight, energy and ventilation performance in residential building layouts. This method was evaluated by applying it to 300 sample apartment units in Tehran, Iran. Four pix2pix models were trained to predict illuminance, spatial daylight autonomy (sDA), primary energy intensity and ventilation maps, with the simulation results considered ground truth.

In another study, Gunarathna et al. (2024) explain that project-based learning effectively transfers academic knowledge and skills into real-world situations. However, its effectiveness has yet to be thoroughly investigated, with a focus on the students' narrative. In this study, Gunarathna et al. (2024) aim to assess the student experience and perspective on implementing project-based learning in master’s programmes through research and doctoral programmes to develop proactive skills. The authors evaluate the self-reflection of 10 postgraduate students and their supervisors in developing a software tool for solar-photovoltaics-integrated building envelope design, management and related education. The findings reveal that the students significantly enhanced their subject knowledge through industry collaboration, self-learning, peer learning, problem-solving and teamwork. Gunarathna et al. (2024) have noticed improved decision-making and leadership skills, risk identification, planning and time management by dividing the project into student-led tasks.

Parameswaran and Ranadewa (2024) highlight that the construction industry faces challenges in implementing lean practices due to a lack of knowledge. To address this issue, Parameswaran and Ranadewa (2024) use interpretive and qualitative approaches across three selected cases. This study proposes an integrated lean learning framework based on the learning-to-learn sand cone model. The proposed framework opens several research areas on lean learning in the construction industry. Fifty-two sub-activities for nine lean learners at each stage of the lean learning process are identified. According to this study, critical practices for improving lean learning included maintaining records, providing performance updates to senior management and creating and distributing manuals for staff at all levels.

In another study, Feng et al. (2024) highlight that site excavation, one of the most dangerous and challenging activities in construction, requires proper training to mitigate hazards. VR has been practical for safety training in various industries but is underutilised for construction excavation safety training. In their study, Feng et al. (2024) introduce an immersive VR training system for safety and hazard identification for excavation. A controlled experiment compared the proposed VR training system with a health and safety manual. The authors reveal that after training, immediate test scores showed that VR training significantly improved practical performance, knowledge acquisition and self-efficacy. Furthermore, the results indicate that trainees retained knowledge four weeks after the training; VR training performed better than health and safety manuals regarding knowledge retention.

Özener (2024) explores using context-based learning in teaching BIM within the AEC industry. In this study, Özener (2024) examines doctoral-level case studies by focussing on students' actions and perspectives in simulated real-world BIM processes. Özener (2024) uses experiential learning methods such as role-play and problem-based learning to provide a deep understanding of strategic and functional BIM implementation. The findings indicate that industry-focused simulations enhance students' appreciation of BIM’s value and help develop essential competencies. The study proposes a flexible and replicable BIM learning framework to equip students with the necessary skills and strategic vision for innovative practices in the modern AEC industry. This framework includes adaptable simulative settings, evaluation rubrics and instructional methods that can be applied to similar educational initiatives.

Abbasnejad et al. (2024) analyse the transition to online teaching in educational institutions during the COVID-19 pandemic. The authors specifically address the challenges and strategies relevant to construction management courses. This study conducts a systematic literature review and autoethnography to identify key strategies and lessons learnt in online education during the pandemic, focussing on construction management. Their analysis highlights significant barriers to online learning, including technological and infrastructure challenges, required online teaching skills, mental health and wellbeing issues, inconsistent course delivery, student engagement difficulties and specific course requirements. Abbasnejad et al. (2024) offer recommendations for educational institutions and software vendors to improve online course delivery, such as developing guidelines, incorporating online teaching training, applying agile and resilience teaching methods, providing mental health support and continuously enhancing course features for the online environment.

Manoharan et al. (2024) address the productivity challenges in the construction industry, attributing them to inadequate labour supervision and training. This study aims to assess the capabilities of construction supervisors to implement essential work practices to improve productivity. A new training programme for construction supervisors has been developed, involving 64 participants assessed on 64 competency elements across 12 units. Marking guides with varying standards are created through expert consultation and a literature review. The findings highlight the competencies required for adequate supervision, culminating in a generalised guideline for supervisory skills.

Siriwardhana and Moehler (2024) emphasise the urgent need for skills development amongst construction stakeholders to successfully implement construction 4.0, addressing the need for comprehensive analysis in this domain. Utilising a science mapping approach, Siriwardhana and Moehler (2024) identify gaps and propose future directions. A three-step holistic review, including a bibliometric review, scientometric analysis and qualitative discussion, was conducted on 57 articles from three databases. The findings of this study highlight a significant need for more policies, frameworks and strategies for skills development within the context of construction 4.0. Identified research gaps include skills shortages in certain countries, frameworks and roadmaps for effective implementation and a need for more readiness assessments from professional, company and industry perspectives.

Victar et al. (2024) investigate how quantity surveyors (QSs) can adapt to the evolving demands of the construction industry, particularly in achieving a circular built environment (CBE) by reducing waste and embracing sustainable practices. Through qualitative research involving expert interviews using the Delphi technique, the study identifies the critical roles and competencies of QSs during the design and building material sourcing stages. These functions and skills are categorised according to the circular 3R principles (reduce, reuse, recycle) essential for implementing CBE. Findings highlight the importance of traditional QS roles like cost control and planning alongside newer competencies such as BIM management and economic analysis. The findings of this study highlight the need for QSs to enhance their skills to align with the principles of CBE, filling a gap in existing literature and offering insights for practice and future research in sustainable construction.

Almatari et al. (2024) explore the challenges stakeholders encounter in Malaysia’s construction industry concerning adopting IR 4.0 technologies. Despite the sector’s significance in Malaysia’s economic growth, it has been slow to embrace technological advancements compared to its global counterparts. Through a quantitative survey involving 183 practitioners, Almatari et al. (2024) identify key barriers to implementing IR 4.0 technologies, such as high costs, reluctance to adopt new technologies, lack of standards, legal uncertainties and complexity. The findings emphasise the need to address cost and regulatory concerns whilst fostering industry-wide education and government involvement in training to support skill development for IR 4.0.