Navigating epistemological shifts: management of skills development in the construction 4.0 era

Abstract

Construction skills are being transformed by Construction 4.0, which integrates digital technologies to improve productivity. Previous research has predominantly explored technical advancements without epistemological consideration of skills and performance, leaving a paradigmatic gap in understanding the underlying knowledge guiding the management of skills development research. This study aims to bridge the epistemological positions and methodological approaches driving skills development research in Construction 4.0, drawing on a systematic review from 2019 to 2023. The analysis reveals a paradigm shift towards a diverse and integrative epistemological landscape, characterized by increasing adoption of interpretivism and pragmatism alongside traditional positivist perspectives. Specifically, the findings highlight the emergence of pragmatism as the dominant stance, accounting for 42% of research approaches, indicating a move towards practical, solution-oriented research balancing objective analysis with subjective insights. Additionally, there is a notable increase in the use of mixed methods, reflecting a trend towards methodological pluralism that values complementary insights from both qualitative and quantitative data. This study underscores the need for adaptive research frameworks to navigate the epistemological challenges of digital transformation in construction, paving the way for future research that is both theoretically robust and practically relevant.