Integrating Digital Technologies in Construction Education: A Mixed-Methods Study of Curriculum Design and Learning Outcomes in Project Management

Abstract The rapid digital transformation in construction education necessitates innovative approaches to cultivate digitally competent graduates capable of navigating industry demands. This mixed-methods study investigates the integration of educational technology within Construction Project Management (CPM) education across undergraduate Civil Engineering and Architecture programs. Data were collected from 66 global educational stakeholders through surveys and 20 university CPM course syllabi. The study aims to (1) identify essential digital competencies, (2) examine current technology-enhanced teaching practices, (3) explore curriculum design preferences, and (4) provide recommendations for digital curriculum integration. Survey results indicate overwhelming support for embedding digital project management tools (90.91%) and Building Information Modeling (BIM) (69.69%) into CPM curricula. Reliability analysis revealed strong internal consistency (Cronbach's alpha = 0.93–0.97) among digital competency domains and learning outcomes. Most participants (63.6%) prefer a distributed approach to digital skill development across multiple courses, with 39.4% recommending four or more specialized technology-enhanced CPM courses. Syllabus analysis revealed inconsistency in digital tool adoption, with successful programs exhibiting structured, scaffolded integration of technology and industry-aligned competencies. This research contributes a practical framework for implementing digital technologies in construction education, emphasizing the need for curricular flexibility, pedagogical innovation, and alignment with evolving industry requirements. The findings underscore the value of intentional curriculum design to foster digital literacy, enhance learner engagement, and bridge the gap between theoretical knowledge and professional practice.