Evaluating construction 4.0 attributes in South African Higher Education Curriculum: an activity theory perspective

Abstract

The Fourth Industrial Revolution (4IR) has brought about profound changes in the field of Construction and the Built Environment (CBE), requiring attributes that are aligned with Construction 4.0 (C4.0) technologies. This doctoral study investigates the evolution and integration of C4.0 attributes at South African Higher Education Institutions (HEIs) with a focus on Quantity Surveying (QS) and Construction Management (CM) curricula. The research applies Cultural Historical Activity Theory (CHAT) to explore how students, lecturers and Industry professionals perceive, understand and react to C4.0 developments.

The study employs an explanatory, sequential, mixed-methods design, combining quantitative and qualitative data from semi-structured surveys, with qualitative data from focus-group discussions and interviews. The Quantitative analysis utilised a combination of descriptive statistics, Cronbach’s alpha for internal reliability, and inferential methods such as one-way ANOVA and Pearson correlation to explore relationships between variables. Qualitative data were thematically coded and analysed through content analysis to identify patterns, perspectives, and emergent themes across stakeholder groups. Quantitative analyses assess the awareness and preparedness of students and lecturers regarding C4.0 attributes, while qualitative analyses explore deeper insights into the integration of the understanding, relevance and approach needed to develop C4.0 attributes and their influence on Construction 5.0 (C5.0) developments. C5.0 is the humancentric framing of future industry practices, emphasising ethical, collaborative, and socially responsive engagement with digital technologies.

While findings reveal that South African HEIs are progressively aligning curricula with emerging industries, there is still a gap between academic programmes and the practical application of C4.0 technologies in the workforce. Students and lecturers recognise the importance of digital literacy, problem-solving and adaptability. Still, there is a need for HEIs to enhance technical and soft skills further to improve the preparedness of graduates for the evolving construction industry. This research contributes to the existing body of knowledge by offering two frameworks for integrating C4.0 graduate attributes into HEI curricula with a special focus on expansive learning (EL). Additionally, it emphasises the importance of industry collaboration in shaping higher education that responds to the dynamic demands of the CBE. The study’s findings can assist educators in aligning higher education programmes (i.e. QS & CM) to foster the required C4.0 attributes for the CBE.

This research contributes to the existing body of knowledge by offering a proposed preliminary framework for integrating C4.0 graduate attributes into HEI curricula, emphasising the importance of industry collaboration in shaping education that responds to the dynamic demands of the CBE.