The construction sector is a fundamental pillar of the economy and should consequently lead in implementing effective management systems. Lean Construction (LC) philosophy sees production as a transformation, flow, and value process. Its objective is to establish efficient production systems that minimize delivery times. Previous studies indicate that integrating LC into construction project management processes can address issues such as cost overruns, labor expenses, and material waste. However, this emerging philosophy still lacks a complete understanding of its advantages, limitations, and synergies with sustainability. This paper presents a systematic literature review and bibliometric analysis of relevant topics to evaluate its potential. Through the analysis of 36 documents, publication trends and the state of the art on Lean Construction are identified. The research method proposed for the development of this study consisted of two stages. The first stage focused on studying the interactions between Lean Construction and construction project management through a systematic literature review. The second stage focused on the study of the main connections and latest trends in the field of Lean, based on a qualitative analysis. The results show that Lean construction focuses on optimizing and sustaining construction projects by taking advantage of the potential benefits of BIM through methodical and intelligent management. The emergence of new tools offers a promising perspective for the future of Lean construction in project management.

Contribution: To guide engineering educators on the complex path of understanding how to teach future engineers and how they can help engineering students to obtain the professional competencies required by frameworks and syllabus, based on didactic techniques that determine an orderly learning process. Background: University education is committed to change and adaptation to the current and new realities of the world. The framework for measuring the Accreditation Board for Engineering and Technology (ABET) outcomes and Conceive- Design-Implement-Operate (CDIO) syllabus have developed a list of competencies required by engineering students, encouraging universities to meet real-world needs. Intended Outcomes: Rethinking the role of engineering education and the purpose of education in the engineer's professional development, proposing a roadmap for engineering educators, helping them to define which teaching-learning techniques to apply to develop the competencies and skills that university and industry require from future engineers. Application Design: A relationship is shown between the competencies that today's engineers must have according to ABET criterion 3 (i.e., student outcomes), which are required for continuous accreditation of the engineering and CDIO syllabus, and the respective didactic techniques considered in this research. Findings: To develop competencies, students should be taught based on different teaching-learning techniques in higher education. A relationship is proposed for the engineering educator, showing them which didactic technique could be adequate to be applied in the classroom to develop in students the specific competencies established by ABET (SO1 to SO7) and CDIO (SL1 to SL4).

The construction industry is an important part of the economic sector of a country, therefore, it is important to verify the new management systems that are implemented in the main construction industries of the world. This article makes a bibliographic review of the Lean Construction (LC) philosophy, introduced by Professor Lauri Koskela in 1992, based on the model used by the automobile industry in the 1980s, called “Lean production”. The theoretical bases of LC intend to see production in construction as a process of transformation, flow and value generator, consequently, the objective of Lean Construction is to create good production systems that allow optimizing, reducing, or eliminating flows to improve delivery times. Within the framework of creating Lean tools to improve the management of construction projects, the Last Planner System arises to improve the work scheduling process and the Integrated Project Delivery (IPD) model, which by unifying it with LC becomes the Lean Project Delivery System (LPDS) project execution system, which proposes the methodology to develop construction projects under five phases and 12 “Lean” stages, in which the development of tools that contribute to the generation of value. Finally, the 3D Building Information Modeling (BIM) modeling technology, although not part of LC, is an important help tool for the LPDS model, helping to better understand the construction processes of complex designs to save time in their construction. Under this paradigm, the emergence of new tools gives us a better vision of the future of Lean Construction.

Actualmente la industria está experimentando una transformación hacia los pro­cesos de fabricación inteligente y digitalización completa, surgiendo nuevas tecnologías de in­formación y comunicación como los sistemas cibernéticos, ciberseguridad, internet de las cosas, Big Data, sistema de integración, computación en la nube, fabricación digital e inteligente, entre otros, conceptos que son impulsores de la llamada Cuarta Revolución Industrial, lo que común­mente se conoce como Industria 4.0. Una parte importante de las tareas en la preparación para la Industria 4.0 es el ajuste de la educación superior a los requisitos de esta visión, en particular, la educación en ingeniería. El objetivo de esta investigación es presentar una propuesta para el docente de ingeniería, que consta de cómo se debería ajustar la educación en ingeniería hacia la industria 4.0 desde el (1) currículo, relacionando los programas de estudios de la universidad en estudio con los cursos existentes y contenidos de Industria 4.0, adecuando así, los componentes necesarios e identificando las brechas para la creación de nuevos módulos; y desde el (2) labora­torio, mediante la teoría de aprendizaje experiencial de Kolb y la implementación de metodolo­gías de enseñanza-aprendizaje, dando como resultado una mejora en el entorno de aprendizaje y en las prácticas que maximizan las habilidades de los alumnos al aprender a través de su propia experiencia. Siendo finalmente esta investigación, un primer paso hacia una visión más tangible de la educación en ingeniería ajustada a la Industria 4.0.Doi: 10.21703/rexe.20201940garces7

Currently, the industry is undergoing a transformation toward intelligent manufacturing processes and complete digitization, emerging new information and communication technologies, such as cybersecurity, the internet of things, Big Data, and cloud computing, among others, concepts that are driving forces of the so-called Fourth Industrial Revolution, what is commonly known as Industry 4.0; and due to the implementation of technology in the construction industry, the Building Information Modeling (BIM) methodology arises, proposing new solutions for the work system during the entire building life cycle. An important part of the tasks in preparing for Industry 4.0 and BlM is adjusting engineering education to the requirements of this vision. The objective of this research is to present a proposal for the engineering educator, which consists of how engineering education should be adjusted towards BIM and industry 4.0 from the laboratory, relating Kolb's experiential learning theory, teaching methodologies-learning, and the CDIO (Conceive - Design - Implement - Operate) initiative, resulting in an improvement in the learning environment and in the teaching-learning process that maximizes the competencies of students when learning through their own experience. Finally, this research is the first step towards a more tangible vision of engineering education adapted to BIM and Industry 4.0.

Construction, characterized by its inherent risks, demands innovative solutions to ensure the safety and efficiency of processes. Human-robot collaboration (HRC) emerges as a promising alternative in this context, especially within the framework of Construction 5.0. However, existing research presents gaps in the comprehensive understanding of the advances and future potential of this synergy. This study addresses this gap through a systematic review of 181 articles published between 2013 and 2024, using a methodology that combines quantitative and qualitative analysis. The results, obtained through an exhaustive literature search and data visualization tools, reveal emerging trends in HRC research within the building sector. In addition, it delves into three key areas of progress: the development of AI-assisted classification systems to improve efficiency in specific tasks, the exploration of robots with emotional capabilities for more flexible adaptation to work environments, and virtual reality training to optimize human-robot collaboration. In addition, three future lines of research are proposed to further explore HRC in the building sector. This research significantly expands the existing knowledge on this topic, placing it at the forefront of the discipline. It also provides practical guidelines for construction professionals to adopt the principles of Construction 5.0, enabling them to address the complex challenges of construction more effectively.