Over the past decade, the architecture and construction (AC) industries have been evolving from traditional practices into more current, interdisciplinary and technology integrated methods. Complex and intricate digital technologies and mobile computing such as simulation, computational design and immersive technologies, have been exploited for different purposes such as reducing cost and time, improving design and enhancing overall project efficiency. Immersive technologies and augmented reality (AR), in particular, have proven to be extremely beneficial in this field. However, the application and usage of these technologies and devices in higher education teaching and learning environments are yet to be fully explored and still scarce. More importantly, there is still a significant gap in developing pedagogies and teaching methods that embrace the usage of such technologies in the AC curricula. This study, therefore, aims to critically analyse the current state-of-the-art and present the developed and improved AR approaches in teaching and learning methods of AC, addressing the identified gap in the extant literature, while developing transformational frameworks to link the gaps to their future research agenda. The conducted analysis incorporates the critical role of the AR implications on the AC students’ skillsets, pedagogical philosophies in AC curricula, techno-educational aspects and content domains in the design and implementation of AR environments for AC learning. The outcomes of this comprehensive study prepare trainers, instructors, and the future generation of AC workers for the rapid advancements in this industry.

Purpose: Over the past decade, architecture, construction and engineering (ACE) industries have been evolving from traditional practices into more current, interdisciplinary and technology integrated methods. Intricate digital tools and mobile computing such as computational design, simulation and immersive technologies, have been extensively used for different purposes in this field. Immersive technologies such as augmented reality (AR) and virtual reality (VR) have proven to be very advantageous while the research is in its infancy in the field. Therefore, this study aims to develop an immersive pedagogical framework that can create a more engaging teaching and learning environment and enhance students' skill in the ACE field.Design/methodology/approach: This study developed a BIM-enabled VR-based pedagogical framework for the design studio teaching in architectural courses, using a qualitative approach. A case study method was then used to test and validate this developed framework. Architectural Master Design Studio B, at Queensland University of Technology (QUT) was selected as the case study, with South Bank Corporation (SBC) as the industry partner and stakeholder of this project.Findings: The practicality and efficiency of this framework was confirmed through increased students' and stakeholders' engagement. Some of the additional outcomes of this digitally enhanced pedagogical framework are as follows: enhanced students' engagement, active participation, collective knowledge construction and increased creativity and motivation.Research limitations/implications: The results have proven that the developed technology-enhanced and digitally enabled teaching pedagogy and framework can be successfully implemented into architectural design studios. This can bridge the existing gap between the technological advancements in ACE industry and higher education teaching and learning methods and outcomes. It is also expected that such innovative pedagogies will future-proof students' skill set as the future generation of architects and built environment workers. A major limitation of this framework is accessibility to the required hardware such as HMD, controllers, high-capacity computers and so on. Although the required software is widely accessible, particularly through universities licencing, the required hardware is yet to be readily and widely available and accessible.Practical implications: The result of this study can be implemented in the architectural design studios and other ACE related classrooms in higher educations. This can bridge the existing gap between the technological advancements in ACE industry, and higher education teaching and learning methods and outcomes. It is also expected that such innovative pedagogies will future-proof students' skill set.Social implications: Such technology-enhanced teaching methods have proven to enhance students' engagement, active participation, collective knowledge construction and increased creativity and motivation.Originality/value: Despite the advancement of digital technologies in ACE industry, the application of such technologies and tools in higher education context are not yet completely explored and still scarce. Besides, there is still a significant gap in the body of knowledge about developing teaching methods and established pedagogies that embrace the usage of such technologies in the design and architecture curricula.

The rise of Construction 4.0—driven by digitalisation, automation, and data-intensive technologies—is radically reshaping the construction industry. While its technological innovations are widely acknowledged, their implications for industrial relations remain underexplored. In this study, we conduct a systematic literature review (SLR) of 91 peer-reviewed articles published between 2010 and 2024, aiming to synthesise emerging knowledge on how Construction 4.0 is transforming workforce dynamics, employment models, and labour relations. Using NVivo software and an inductive thematic approach, we identify seven key themes: workforce transformation, the attraction of new generations and women, skill requirements and workforce development, supply chain and logistics optimisation, digital twin technology in project management, the emergence of new business models, and safety and risk assessment. Our findings highlight both opportunities—such as improved collaboration, skill diversification, and enhanced productivity—and challenges, including job displacement, digital ethics, and widening disparities between developed and developing countries. Recent studies from 2023 and 2024 underscore routine-biased changes in workforce structure, evolving project management practices through digital twins, and critical skill shortages within the sector. Furthermore, contemporary policy shifts and increasing labour tensions in some regions reveal deeper socio-economic implications of digital construction. This review contributes to a more holistic understanding of how technological innovation intersects with social systems in the built environment. The insights presented offer valuable guidance for policymakers, educators, and industry leaders seeking to navigate the evolving landscape of Construction 4.0.

The Australian built environment is pivotal to achieving national net-zero targets, yet progress remains slow due to fragmented policy frameworks, low retrofit adoption, and uneven integration of emerging technologies. Despite these challenges, little research has applied a foresight perspective that both defines reproducible scenario thresholds and provides semi-quantitative comparisons tailored to Australia. This study integrates strategic foresight with international benchmarking to develop four scenarios for 2050: Business as Usual, Accelerated Sustainability, Technological Transformation, and Climate Resilience. Each scenario is underpinned by measurable thresholds for renovation rates, electrification, digital penetration, and low-carbon material uptake, and is evaluated through a scorecard spanning five outcome domains, with sensitivity and stress testing of high-leverage parameters. Findings indicate that an Accelerated Sustainability pathway, driven by deep retrofits of ≥3% annually, whole-life carbon policies, and renewable penetration of at least 70%, delivers the strongest combined performance across emissions reduction, liveability, and resilience. Technological Transformation offers adaptability and service quality but raises concerns over equity and cyber-dependence, while Climate Resilience maximises adaptation capacity yet risks under-delivering on mitigation. The study contributes a reproducible framework and transparent assumptions table to inform policy and industry road mapping, suggesting that a policy-led pathway coupling retrofits, electrification, and digital enablement provides the most balanced route towards a net zero and climate-resilient built environment by 2050.