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Purpose: The purpose of this study is to explore the knowledge, attitude and practices (KAP) of Industry 4.0 between the academicians and industry players in construction engineering, further suggesting a mechanism to narrow the gap between the distinct parties. Design/methodology/approach: This study was conducted through structured online and face-to-face interviews, using KAP survey, and semi-structured interviews. This constructive research was conducted among Malaysian construction industry players and academicians from the construction engineering department in public universities. Findings: The findings exhibit the similarities and differences of KAP between academics and industry on Industry 4.0 in construction engineering. In general, both categories of respondents have displayed more similarities than differences in all aspects, except for knowledge. The better knowledge profile of Industry 4.0 among the academicians reflects the nature of the academic works that constantly seek new knowledge, thus suggesting the establishment of an industry-academic (I-A) knowledge equilibrium framework to leverage the knowledge profile between both parties. Research limitations/implications: This exploratory study that showcases the perspective of the academia and industry practitioners on Industry 4.0 acts as a cornerstone for bridging the gap between the two distinct sectors within the same field. Practical implications: The gap between the academic and industry was highlighted, further establishing the I-A knowledge equilibrium framework that could also be applied to other fields of study. Originality/value: The originality of this paper was the profiling of the KAP of Industry 4.0 for the academicians and industry players in construction engineering, further distinguishing the gap between both parties. [ABSTRACT FROM AUTHOR]

Despite increasing emphasis on Prevention through Design (PtD) education, the extent to which it should be integrated into tertiary curricula remains unclear. To address this, a scoping review of the literature related to PtD education in the construction domain was conducted. A total of 27 articles identified through the Scopus and Web of Science (WoS) databases and the snowballing method, content analysis was adopted to identify the main PtD educational elements. A constructive learning approach was adopted to integrate five key principles: content, learning outcomes, learning environment, learning domain and pedagogical approach into PtD education. The findings were consolidated into best practices that align PtD educational elements with these learning principles. These best practices were then demonstrated through a case study in an engineering programme, showcasing the applicability of the proposed PtD educational elements. Future directions were proposed, including integrating PtD courses into curricula, aligning learning outcomes and domains and assessing the impact of emerging technologies such as Building Information Modeling (BIM) and serious gaming on PtD learning. These findings offer a valuable reference point for educational institutions aiming to implement practical, transformational changes in PtD curriculum design strategies, enhancing theoretical, practical and experiential learning for future graduates. [ABSTRACT FROM AUTHOR]

The lack of prevention through design (PtD) education in higher education institutions has long been recognised in construction literature. Despite the fact that some of the institutions have embedded PtD education in their curricula, it is often not addressed in engineering curricula in higher education institutions in developing countries, such as Malaysia. Due to the recent introduction of the Occupational Safety and Health in Construction Industry (Management) [OSHCI(M)] guideline, which is based on the PtD concept, the need to incorporate the PtD concept and skills in engineering programs is crucial, as part of early safety education for future engineers. In order to address this gap in the body of knowledge, this study aims to investigate the current state of safety education in general and PtD in specific, in order to understand the extent the subject has been covered within the curricula of civil engineering programs in Malaysian higher educational institutions. A qualitative research methodology via case studies of seven public universities was adopted. The findings indicated that not only is the level of PtD education in civil engineering programs almost nonexistent, but the occupational health and safety (OHS) education itself was only covered to a certain extent. This significant gap has led to recommendations including the need for institutional dynamism in the context of incorporating OHS subjects, interactive OHS teaching and learning, technology-driven education, and the improving the competency of OHS lecturers. This study could act as a reference for the industry, accreditation bodies, and educational institutions to understand the status quo of PtD education for future engineers towards OSHCI(M) implementation. The findings also extend the knowledge of PtD education in construction literature, subsequently providing insights for wider incorporation of PtD in civil engineering programs.

Industrial Revolution 4.0 (IR 4.0) is a further development stage of high-tech digitization to enhance communication networks, organization and management as well as production and processes across industries. The rate of changes and its convergence towards IR 4.0 would require new talent, knowledge and skills for current and future generation to retain and generate workforce. As technology in the construction industry is evolving at a fast pace, the current teaching-learning syllabus and pedagogy should change accordingly to accommodate future job requirements. Due to the rawness of this concept in the construction industry, particularly in relation to its education, this study aims to explore the state of the art as well as the state of practice of IR 4.0 and Education 4.0 from the perspectives of construction engineering. Therefore, a systematic review was conducted to analyze the relevant research papers related to IR 4.0 and Education 4.0 within the Scopus database ranging from year 2011 until present. A bibliometric analysis has been outlined following the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) statement. Findings of this study would provide a thorough understanding on past efforts in advancing the construction engineering education aspect, subsequently highlighting gaps to be filled for future endeavors, particularly in equipping the construction engineering education for IR 4.0.

The existence of digital applications in construction industry has opened the floodgates to a better integration and collaboration. In particular, Building Information Modelling (BIM) provides construction stakeholders greater visualisation of project information and communications across multi-organisations. Despite the explicit benefits, the study on what it takes to drive the successfulness of social collaboration in BIM still remain elusive. This paper presents a review of the literature to identify the key elements of social collaboration in BIM-based construction projects. The review identified three key elements (i.e. foundational platform, organisational context and behavioural context) which together form the nexus for successful social collaborative practice. The findings in this study extend the collaboration literature in construction domain by providing deeper insights into the characterisation and importance of social collaboration in digital environment.

The impact of Prevention through Design (PtD) practises in improving OSH in the construction sector has been recognised by scholars and industry practitioners. Even though there is now a significant body of PtD literature, the context of profiling the designers' PtD competence in developing countries, such as Malaysia, remains elusive. Due to the recent implementation of PtD-based guideline in Malaysia, the Occupational Safety and Health in Construction Industry (Management) (OSHCI(M)), the need to recognise the characteristics of a competent designer in fulfilling OSHCI(M) requirements is important and timely. To address this gap, a two-pronged research approach was adopted. First, 135 practitioners were selected using purposive sampling to participate in the questionnaire survey. This is followed by discussions with practitioners who have experiences in OSHCI(M) projects, to further validate the survey findings. The findings highlight that the top five important PtD competency attributes were knowledge-based attributes i.e. (construction, design feature, risk and hazard, management concepts and legislative framework). Meanwhile, design and construction experience, hazard-related and collaboration skills were also significant for PtD competency. The findings also indicate that continuous efforts related to collaborative contractual arrangement, early education, professional training and institutional pressure are needed to bridge the designers' priori and experiential knowledge and skills, where the new normal of OSH practice is required to address the required OSHCI(M) duties. This study extends the current PtD literature in terms of providing a new perspective on designers' PtD competence in the field of construction, from the context of developing countries. [ABSTRACT FROM AUTHOR]