Reorganizing the learning space of construction firms for lessons learned practices: a multiple case study research

Lessons learned (LL) practices in construction firms are essential for transforming project-level experiences into strategic knowledge assets. However, when the articulation, codification, and storage of LL are fragmented or ad hoc, their organizational value remains untapped. This study introduces a conceptual framework that reorganizes LL practices through the Learning Station (LS) model—an educational science methodology emphasizing modularity, learning outcomes, and adaptability to different contexts. Grounded in organizational learning and knowledge management theories, the study adopts an exploratory, multiple-case design involving three school construction projects and focus group discussions with experienced project managers. Case selection followed theoretical sampling principles to ensure rich documentation and contextual comparability. While the model aligns with daily reporting routines and supports live capture of knowledge, it also requires enabling digital infrastructure, user training, and sustained managerial support for scalable adoption. The findings indicate the perceived applicability of the LS model by professionals and provide a foundation for advanced future work, including integration with digital tools, application to diverse project typologies, and measurement of organizational performance outcomes.