ESTABLISHING THE KEY ELEMENTS OF INCORPORATION AND OUTCOMES OF 4TH INDUSTRIAL REVOLUTION IN BUILT ENVIRONMENT EDUCATION: A MIXED BIBLIOGRAPHIC AND BIBLIOMETRIC ANALYSIS
The rapid, exponential fusion of technologies which profoundly disrupts all industries and processes is commonly described as the Fourth Industrial Revolution (4th IR). The Built Environment (BE) sector has long been overdue for radical transformation that is symphonious with global trends. Consequ...
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| Language: | English |
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UJ Press
2020-09-01
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| Series: | Journal of Construction Project Management and Innovation |
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| Online Access: | https://journals.uj.ac.za/index.php/JCPMI/article/view/350 |
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| author | Alireza MOGHAYEDI Karen Le Jeune Mark Massyn Christiana Ekpo |
| author_facet | Alireza MOGHAYEDI Karen Le Jeune Mark Massyn Christiana Ekpo |
| author_sort | Alireza MOGHAYEDI |
| collection | DOAJ |
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The rapid, exponential fusion of technologies which profoundly disrupts all industries and processes is commonly described as the Fourth Industrial Revolution (4th IR). The Built Environment (BE) sector has long been overdue for radical transformation that is symphonious with global trends. Consequently, how to incorporate 4th IR in BE education remains challenging. This research aims to establish what educational methods, context, tools, and technological pedagogy are required and should be adopted, as well as what the effects and outcomes can be expected from the incorporation of the 4th IR concepts in BE education. The rationale for this research stems from the aspiration to meet the United Nation Sustainable Development Goals, which advocate that young people need to be "future-ready" and this includes digital fluency and ICT literacy. The study utilised a verifiable and reproducible systematic literature review of digital education; with analysis and scrutiny of 582 academic articles for the co-occurrence of keywords, using a mixed bibliographic and bibliometric method. Through clustering analysis based on the bibliometric method, the key elements, outcomes, and their interconnections of incorporating 4th IR in BE education were outlined. The paper revealed that, in adopting 4th IR, Higher education, Design, Innovation and Privacy appear to be the predominant context. Distance education, Collaborative learning and Digital learning are the foremost education methods. Digital technologies, Virtual reality and cloud computing are the most significant education tools and technology elements. Sustainable education, Ethical learning and Student engagement are the resultant primary outcomes of incorporating 4th IR in built environment education. In addition, the results of the interconnections of indicators analysis revealed Higher education, Distance education and Sustainable education are significantly intertwined with Digital technologies. Based on the taxonomy of key elements and outcomes and the analysis of their interconnections, a conceptual framework for adopting 4th IR in built environment education was developed
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| format | Article |
| id | doaj-art-1c7575e9da5d446cbb65a89f4fd71dd2 |
| institution | Kabale University |
| issn | 2223-7852 2959-9652 |
| language | English |
| publishDate | 2020-09-01 |
| publisher | UJ Press |
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| series | Journal of Construction Project Management and Innovation |
| spelling | doaj-art-1c7575e9da5d446cbb65a89f4fd71dd22025-01-08T06:09:58ZengUJ PressJournal of Construction Project Management and Innovation2223-78522959-96522020-09-0110110.36615/jcpmi.v10i1.350ESTABLISHING THE KEY ELEMENTS OF INCORPORATION AND OUTCOMES OF 4TH INDUSTRIAL REVOLUTION IN BUILT ENVIRONMENT EDUCATION: A MIXED BIBLIOGRAPHIC AND BIBLIOMETRIC ANALYSIS Alireza MOGHAYEDI0Karen Le Jeune1Mark Massyn2Christiana Ekpo3University of Cape Town, Cape Town, South AfricaUniversity of Cape Town, Cape Town, South AfricaUniversity of Cape Town, Cape Town, South AfricaUniversity of Cape Town, Cape Town, South Africa The rapid, exponential fusion of technologies which profoundly disrupts all industries and processes is commonly described as the Fourth Industrial Revolution (4th IR). The Built Environment (BE) sector has long been overdue for radical transformation that is symphonious with global trends. Consequently, how to incorporate 4th IR in BE education remains challenging. This research aims to establish what educational methods, context, tools, and technological pedagogy are required and should be adopted, as well as what the effects and outcomes can be expected from the incorporation of the 4th IR concepts in BE education. The rationale for this research stems from the aspiration to meet the United Nation Sustainable Development Goals, which advocate that young people need to be "future-ready" and this includes digital fluency and ICT literacy. The study utilised a verifiable and reproducible systematic literature review of digital education; with analysis and scrutiny of 582 academic articles for the co-occurrence of keywords, using a mixed bibliographic and bibliometric method. Through clustering analysis based on the bibliometric method, the key elements, outcomes, and their interconnections of incorporating 4th IR in BE education were outlined. The paper revealed that, in adopting 4th IR, Higher education, Design, Innovation and Privacy appear to be the predominant context. Distance education, Collaborative learning and Digital learning are the foremost education methods. Digital technologies, Virtual reality and cloud computing are the most significant education tools and technology elements. Sustainable education, Ethical learning and Student engagement are the resultant primary outcomes of incorporating 4th IR in built environment education. In addition, the results of the interconnections of indicators analysis revealed Higher education, Distance education and Sustainable education are significantly intertwined with Digital technologies. Based on the taxonomy of key elements and outcomes and the analysis of their interconnections, a conceptual framework for adopting 4th IR in built environment education was developed https://journals.uj.ac.za/index.php/JCPMI/article/view/3504th Industrial revolution, Built Environment, Education, Key elements, Outcomes |
| spellingShingle | Alireza MOGHAYEDI Karen Le Jeune Mark Massyn Christiana Ekpo ESTABLISHING THE KEY ELEMENTS OF INCORPORATION AND OUTCOMES OF 4TH INDUSTRIAL REVOLUTION IN BUILT ENVIRONMENT EDUCATION: A MIXED BIBLIOGRAPHIC AND BIBLIOMETRIC ANALYSIS Journal of Construction Project Management and Innovation 4th Industrial revolution, Built Environment, Education, Key elements, Outcomes |
| title | ESTABLISHING THE KEY ELEMENTS OF INCORPORATION AND OUTCOMES OF 4TH INDUSTRIAL REVOLUTION IN BUILT ENVIRONMENT EDUCATION: A MIXED BIBLIOGRAPHIC AND BIBLIOMETRIC ANALYSIS |
| title_full | ESTABLISHING THE KEY ELEMENTS OF INCORPORATION AND OUTCOMES OF 4TH INDUSTRIAL REVOLUTION IN BUILT ENVIRONMENT EDUCATION: A MIXED BIBLIOGRAPHIC AND BIBLIOMETRIC ANALYSIS |
| title_fullStr | ESTABLISHING THE KEY ELEMENTS OF INCORPORATION AND OUTCOMES OF 4TH INDUSTRIAL REVOLUTION IN BUILT ENVIRONMENT EDUCATION: A MIXED BIBLIOGRAPHIC AND BIBLIOMETRIC ANALYSIS |
| title_full_unstemmed | ESTABLISHING THE KEY ELEMENTS OF INCORPORATION AND OUTCOMES OF 4TH INDUSTRIAL REVOLUTION IN BUILT ENVIRONMENT EDUCATION: A MIXED BIBLIOGRAPHIC AND BIBLIOMETRIC ANALYSIS |
| title_short | ESTABLISHING THE KEY ELEMENTS OF INCORPORATION AND OUTCOMES OF 4TH INDUSTRIAL REVOLUTION IN BUILT ENVIRONMENT EDUCATION: A MIXED BIBLIOGRAPHIC AND BIBLIOMETRIC ANALYSIS |
| title_sort | establishing the key elements of incorporation and outcomes of 4th industrial revolution in built environment education a mixed bibliographic and bibliometric analysis |
| topic | 4th Industrial revolution, Built Environment, Education, Key elements, Outcomes |
| url | https://journals.uj.ac.za/index.php/JCPMI/article/view/350 |
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