Design for manufacture and assembly (DfMA) is an important part of the future of the construction industry due to the promise of speed of project delivery, quality control, worker safety, and waste minimization onsite via the purposeful design for manufacture and assembly offsite. However, the adoption of DfMA in Australia has been slow. This paper investigates the barriers prohibiting widespread uptake and how digital construction will be a catalyst for improving use on commercial-scale projects. A total of six leading experts were interviewed to elicit their opinions, and seven recent case studies of high-rise modular apartment and hotel buildings constructed by Hickory were cross-referenced as evidence of DfMA capability. The experts suggested that the reasons for slow adoption in Australia were community mindset, government regulations and incentives, planning and building codes, unionization and business politics, finance, and supply chain management. The case studies suggest that compatible building type and transportation distance are also factors. These barriers can be addressed by the clever integration of building information modelling tools with lean construction processes as part of a proposed strategy leading to smarter (more productive) and better (more sustainable) outcomes predicated on growth in digital construction practices. The paper concludes with a proposed framework for change that conceptualizes the ‘ecosystem’ needed to support widespread DfMA in the Australian context, including the paradigm shift from building to manufacturing/assembly, the displacement of workers from onsite to offsite activity, and the expansion of interdisciplinary design and construct collaboration.

This paper presents a systematic literature review of the impact of emerging technologies such as Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), and gamification on student engagement, learning outcomes, and employability in Built Environment (BE) education. This review covers studies conducted between 2013 and 2023, utilizing the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) framework. From an initial pool of 626 studies, 61 were identified and rigorously analyzed. The findings reveal that these technologies significantly enhance student engagement by providing immersive and interactive learning experiences that bridge the gap between theoretical knowledge and practical application. Furthermore, their use is shown to improve learning outcomes by facilitating a deeper understanding of complex concepts and increasing student motivation. In terms of employability, the integration of digital tools into BE education equips students with the requisite skills that are increasingly demanded in the modern workplace. However, the study also identifies several challenges, including high costs, limited resources, and the need for extensive faculty training, which act as barriers to the effective implementation of these technologies. Despite these challenges, this review underscores the transformative potential of digital technologies in BE education. This study is significant as it synthesizes recent evidence to highlight the critical role of digital technologies in reshaping BE education. It offers practical recommendations for educators and policymakers to enhance teaching and learning practices. Providing pathways for integrating these technologies into BE curricula, this study aims to inform future research and pedagogical strategies, ultimately contributing to the development of a highly skilled and adaptable workforce.