Journal of Teaching Innovation and Reform

Vol. 2 (2026)
Articles

Transforming Sustainable Construction Management Education through Artificial Intelligence: A Conceptual Pedagogical Framework for Chinese Higher Education

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  • Yang Yi Fan,
  • Khar Thoe Ng,
  • Peng Jia Xin
Yang Yi Fan
Faculty of Engineering & Quantity Surveying (FEQS), INTI International University, Persiaran Perdana BBN, Putra Nilai, 71800 Nilai, Negeri Seremban, Malaysia
Khar Thoe Ng
Faculty of Education and Liberal Arts (FELA), INTI International University, Persiaran Perdana BBN, Putra Nilai, 71800 Nilai, Negeri Seremban, Malaysia
Peng Jia Xin
Faculty of Education and Liberal Arts (FELA), INTI International University, Persiaran Perdana BBN, Putra Nilai, 71800 Nilai, Negeri Seremban, Malaysia

Published 2026-06-13

Keywords

  • Artificial intelligence,
  • Digital pedagogy,
  • Sustainable construction education,
  • Educational innovation,
  • Construction management education,
  • Smart construction,
  • Chinese higher education
    • ...More
    Less

How to Cite

Transforming Sustainable Construction Management Education through Artificial Intelligence: A Conceptual Pedagogical Framework for Chinese Higher Education . (2026). Journal of Teaching Innovation and Reform, 2, 29-44. https://doi.org/10.65638/2978-5634.2026.2.04

Abstract

Artificial Intelligence (AI) is revolutionising teaching, curricula and the learning experience in higher education. In construction management education, the growth of sustainability, Building Information Modelling (BIM), digital twins and ‘smarter’ construction technologies necessitates that students be equipped to work effectively in Construction 4.0 environments. Little work has been done on how AI might facilitate pedagogic transformation and sustainable curriculum innovation in this sector, primarily in Chinese higher education.

This study used integrative literature review and conceptual framework development methodology. Relevant literature was obtained from Scopus, WoS, ScienceDirect, SpringerLink and Google Scholar, augmented with theoretical and policy literature where required. The results suggest that AI-enabled and digital construction technologies may facilitate personalised learning, experiential learning, sustainability competency, digital literacy, interdisciplinary capacity and problem-solving. Issues remain around digital readiness of educators, academic integrity, algorithmic bias, inequality of infrastructure and over-reliance on output of these systems. To this end, “Artificial Intelligence Supported Construction Pedagogy Framework” is proposed to bring together AI technologies, constructivist learning, sustainability pedagogy and Construction 4.0 competencies.

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