CBPM Conference 2026 · Vol. 2026, Issue 1

Improving Construction Education Pedagogy in South Africa

Chikezirim Okorafor and Cyril Chinonso Ejidike

Keywords: Construction, Education, Learning, Pedagogical approaches, Teaching

Abstract

Abstract Globally, improving teaching and learning practices in higher education remains a priority because of the critical role graduates play in economic growth and industry development. However, there is limited empirical evidence on pedagogical strategies that effectively enhance undergraduate learning experiences in construction education, particularly within the South African Architecture, Engineering and Construction (AEC) context. This study investigated the pedagogical strategies perceived as most effective for improving teaching and learning in construction-related disciplines at the Durban University of Technology, South Africa. A quantitative research approach was adopted, using a structured questionnaire administered to 97 participants. Data were analysed using Mean Item Score (MIS) analysis to evaluate and rank the effectiveness of the identified pedagogical strategies. The findings showed that all evaluated strategies achieved mean scores above 3.50, indicating positive perceptions of their effectiveness in enhancing teaching and learning. The five highest-ranked strategies were providing students with opportunities to ask questions (MIS = 4.56), using student questions and responses to facilitate collective learning (MIS = 4.39), ensuring fairness in assessment and marking (MIS = 4.38), providing assessment plans with clearly defined deadlines (MIS = 4.26), and encouraging students to develop a deeper interest in the subject matter (MIS = 4.23). The findings highlight the importance of interactive learning, transparent assessment practices, and student-centred pedagogical approaches in strengthening construction education. The study contributes context-specific evidence to the construction education literature and offers practical insights to enhance teaching effectiveness and student learning outcomes in the AEC sector.