The integration of Artificial Intelligence (AI) in construction project management is revolutionising the industry; offering innovative solutions to enhance efficiency, reduce costs, and improve decision making. This structured literature review explored the current applications, benefits, challenges, and future trends of AI in construction project management. This study synthesised findings from 135 peer-reviewed articles published between 1985 and 2024; representing Industry 3.0 (3IR), Industry 4.0 (4IR), and Industry 4.0 Post COVID-19 (4IR PC). Analysis showed that the Planning and Monitoring and Control phases of the project have the greatest application of AI, while decision making, prediction, optimisation, and performance improvement are the most common purposes of AI use in the construction industry. The drivers of AI adoption within the construction industry include technology availability, project outcome and performance improvement, a competitive advantage, and a focus on sustainability. Despite these advancements, the review revealed several barriers to AI adoption, including data integration issues, the high cost of AI implementation, resistance to change among stakeholders, and ethical concerns surrounding data privacy, amongst others. This review also identified future ongoing applications of AI in the construction industry, such as sustainability and energy efficiency, digital twins, advanced robotics and autonomous construction, and optimisation. By providing a comprehensive analysis of the evolution of practices and the future direction of AI application, this study serves as a resource for researchers, practitioners, and policymakers seeking to understand the evolving landscape of AI in construction project management.

Technological innovation has transformed educational settings, enabling artificial intelligence (AI)-driven teaching and learning processes. While AI is still in its embryonic stage in education, generative artificial intelligence has evolved rapidly, significantly shifting the teaching and learning context. With no clarity about the impacts of generative artificial intelligence on education, there is a need to synthesise research findings to demystify generative artificial intelligence and address concerns regarding its application in the teaching and learning process. This paper systematically synthesises studies on generative artificial intelligence in teaching and learning to understand key arguments and stakeholders’ perceptions of generative artificial intelligence in teaching and learning. The systematic review reveals five main domains of research within the field: (i) current awareness (understanding) of generative artificial intelligence, (ii) stakeholder perceptions, (iii) mechanisms for adopting generative artificial intelligence, (iv) issues and challenges of implementing generative artificial intelligence, and (v) contributions of generative artificial intelligence to student performance. This review examines the practical and policy implications of generative artificial intelligence, providing recommendations to address the concerns and challenges associated with generative artificial intelligence-driven teaching and learning processes.