The aim of this paper is to analyze the reality of risk prevention in construction sector companies in Spain, from the perspective of training, management, and risk prevention, as well as the amount of resources that are allocated to those budget headings. An in-depth comparative review has been conducted, using the data obtained from two focus groups that were expressly created for the study, in conjunction with the Second European Survey of Enterprises on New and Emergent Risks (ESENER-2) and its Spanish counterpart (ESENER-2 Spain). The focus groups were formed with agents and entrepreneurs involved in the construction sector, from both the public and the private sector, in order to provide greater impartiality to the resulting data. The principal strategic indicators that served as a guideline for the moderators of the different focus groups were analyzed. The results obtained show great similarity between the data from the focus groups and the data from ESENER-2 and ESENER-2 Spain; which demonstrates the idiosyncrasies that surround this productive sector in the European setting, so badly treated by the economic crisis. All of these points highlight the imperative need to professionalize the construction sector, implementing a “risk prevention culture” among all of the agents involved in the constructive-preventive processes that surround construction activities.

The construction sector represents approximately 13% of global gross domestic product (GDP) and over 5% in Spain, employing more than one million workers. Despite its economic importance, the sector exhibits low digitalization levels and persistently high accident rates, contrasting with other industries that have successfully integrated digital technologies for safety improvement. Objective: This study evaluates the technical, operational, and regulatory feasibility of implementing digital tools and artificial intelligence (AI) in occupational risk prevention (ORP) within the Spanish construction sector. It focuses on identifying applicable technologies, assessing professionals’ perceptions of their practical utility, and analyzing key implementation barriers. Methodology: A mixed-method approach was employed in four stages: (1) a systematic literature review of digital safety tools; (2) a survey of 97 construction professionals using purposive sampling and validated through pretesting (Cronbach’s α = 0.82); (3) an analysis of official accident statistics; and (4) expert consensus using the Delphi method (three rounds, 75% consensus threshold). Results: Virtual reality (VR), augmented reality (AR), and mixed reality (MR) applications were identified as highly beneficial for training and awareness, with 78.2% of professionals supporting their use for safety training. Building Information Modeling (BIM) and drones were highlighted as the most valued tools for risk management and site supervision. Main implementation barriers include a lack of digital skills (35%), insufficient budget (30%), and high tool costs (25%). Contribution: This study proposes a mixed-method methodological framework—quantitative and qualitative—adapted to national contexts and validated through a Delphi consensus process. The framework prioritizes key technologies and identifies targeted strategies to overcome critical implementation barriers.

Entrevista a la Dra. María Segarra Cañamares

La legislación vigente conforma la profesión de Arquitecto Técnico como profesión regulada cuyo ejercicio requiere estar en posesión de correspondiente título oficial de Grado obtenido, en este caso, de acuerdo con lo previsto en el artículo 12.9 del referido Real Decreto 1393/2007, conforme a las condiciones establecidas en el Acuerdo de Consejo de Ministros de 14 de diciembre de 2007, publicado en el Boletín Oficial del Estado de 21 de diciembre de 2007. Dicho Acuerdo, en su apartado cuarto, encomienda al Ministro de Educación y Ciencia el establecimiento de los requisitos respecto a la planificación de las enseñanzas. Siendo la ORDEN ECI/3855/2007, de 27 de diciembre, la que se establece los requisitos para la verificación de los títulos universitarios oficiales que habiliten para el ejercicio de la profesión de Arquitecto Técnico. Dicha ORDEN ECI establece en su Apartado 5 sobre la Planificación de las enseñanzas que los planes de estudios tendrán una duración de 240 créditos europeos conteniendo como mínimo un módulo de formación básica de 60 créditos, uno de formación específica de 108 créditos y uno de proyecto fin de grado de 12 créditos. Desde la Conferencia de directores y directoras de centros universitarios que imparten titulaciones del ámbito de la arquitectura técnica y la edificación (CODATIE), se ha trabajado para consensuar las asinaturas sujetas al reconocimiento de los 108 créditos de formación específica que permiten la Convergencia de los Títulos de Grado de las distintas Universidades.