Evaluating Digital-Construction Maturity and Pedagogical Innovation through the QUB–BUE Transnational Education Collaboration

Abstract

This study examines the digital-construction maturity emerging through the QUB–BUE Transnational Education partnership, drawing on empirical evidence from 28 professionals and academics. Quantitative analysis reveals strong pedagogical endorsement for embedding AI (mean = 4.82), Digital Twins (mean = 4.50), and BIM (mean = 4.36) within higher-education curricula to enhance employability and digital competence, reflecting Egypt’s growing alignment with global digital-engineering practices. Pedagogical findings confirm a dominant preference for experiential and case-based learning, while sustainability integration demonstrates advanced engagement with OneClick LCA, Power BI, and Python for low-carbon design analytics. Despite this progress, gaps remain in the systematic translation of digital awareness into operational learning workflows and standardised training frameworks. The partnership illustrates how Transnational Education (TNE) can bridge these gaps by embedding shared curricula, joint research, and industry collaboration that strengthen technical capacity and governance. The results position Digital-Construction TNE as an effective model for accelerating digital transformation and sustainable development in Egypt’s construction sector.