Developing a holistic teaching and learning framework for construction management education: a systematic literature review

Purpose Adopting effective pedagogies in construction management (CM) education is crucial for addressing the construction industry’s inherently dynamic nature. This study synthesises existing literature and develops a comprehensive framework that enhances student engagement and learning outcomes in CM programs at higher education institutions (HEIs). In turn, the research supports the students’ preparedness and employability when entering a rapidly evolving construction industry. Design/methodology/approach Interpretivism and inductive reasoning supported a systematic literature review (SLR) conducted using 52 articles published between 2013 and 2024 sourced from 4 journal databases. Descriptive and content analyses were then performed on this secondary data set to develop new theories and insight about the phenomenon investigated. Findings Five key pedagogies were identified that can be incorporated for effective teaching and learning in CM higher education, namely (1) digital pedagogy, (2) student-centred pedagogy, (3) partnership pedagogy (industry involvement), (4) problem-based learning and (5) flipped classroom pedagogy. A synergised framework for teaching and learning in CM was then developed from this knowledge accrued. The framework emphasises that no single pedagogy is fully effective when implemented in isolation for the delivery of CM programs. Instead, optimal outcomes are achieved when a combination of all pedagogies is adopted in CM degree programmes. Originality/value Despite recent independent studies on teaching and learning in CM, this is the first to consolidate these findings into a holistic framework for integrating pedagogies in CM education. The framework helps HEIs identify applicable pedagogies and their key attributes, benefiting both students and educators in CM programmes.