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This study delves into the challenges obstructing the integration of blockchain-enabled smart contracts (BESC) in the construction industry. Its primary objective is to identify these barriers and propose a roadmap to streamline BESC adoption, thereby promoting sustainability and resilience in building engineering.

Employing a unique approach, this study combines the Technology-Organization-Environment-Social (TOE + S) framework with the IF-Delphi-HF-DEMATEL-IFISM methodology. Data is collected through surveys and expert interviews, enabling a comprehensive analysis of BESC implementation barriers.

The analysis reveals significant hindrances in the construction industry’s adoption of BESC. Key obstacles include economic and market conditions, insufficient awareness and education about blockchain technology among stakeholders, and limited digital technology integration in specific cultural and societal contexts. These findings shed light on the complexities faced by the industry in embracing blockchain solutions.

The research makes a significant contribution by combining the TOE + S framework with the IF-Delphi-HF-DEMATEL-IFISM methodology, resulting in a comprehensive roadmap to address barriers in implementing BESC in Sustainable Construction Projects. Noteworthy for its practicality, this roadmap provides valuable guidance for construction stakeholders. Its impact extends beyond the industry, influencing both academic discourse and practical applications.

The purpose of this paper is to identify, prioritize and categorize the critical success factors (CSFs) for configuration management (CM) and devise a CM activity model to help practitioners in the effective implementation and continuous improvement of the process.

A mixed method research with in‐depth interviews is used, followed by questionnaire survey.

In total, 21 CSFs organized in seven groups have been identified and prioritized on the basis of criticality in the implementation of the CM process. A significant difference is observed in the perception of CM professionals from the level of their experience and CM certification/training on the criticality of these factors.

This research only focuses on the aerospace and defence industry because of their common contextual understanding of CM. Further research could be done in commercial sectors to determine if the factors are common, or if there is a particular sector bias.

Extensive scope exists for industries to enhance product development methodologies by concentrating on factors responsible for the maturity of the CM process. The importance of CM is seen through its inclusion in multiple standards which require companies to implement a high level of robustness in the design and through life focus.

A detailed search of the peer reviewed journals and practitioner literature highlights no formal study on CSFs in the field of CM. This study will help CM practitioners to develop plans to achieve their goals and improve the CM process on the basis of these outlined concepts.

This study aimed to examine the impact of ICT and digital knowledge on students’ thoughts and beliefs. Using Information and Communication Technology (ICT) in learning and teaching processes can improve the interpretation of knowledge, not only in the learning process but also for thoughts and beliefs. Beliefs and thoughts as propositional content are understood to be a subjective manner of knowing and becoming a focal point of education process. In addition, ICT plays a vital role in enhancing the efficiency of the teaching process which can change the thoughts of learners. So, in this paper, the usage of ICT in education was considered as a key factor for improving students’ thoughts and beliefs. In addition, a conceptual model was proposed to evaluate this impact.

Data were collected from 384 students from secondary schools in Iran. For assessing the elements of the model, a complete questionnaire was designed. For statistical analysis of questionnaires, SPSS 22 and SMART-PLS 3.2 software package was used.

The obtained results showed the high strength of the proposed model. The outcomes indicated that digital technology acceptance positively affects students’ thoughts and beliefs. In addition, the findings showed that the role of digital knowledge, digital training facilities and digital education content on students’ thoughts and beliefs was significant.

The authors deal with one experiment and so the results cannot be generalized. The trail should be repeated with many groups and in diverse contexts.

Despite the importance of the investigating the impact of ICT and digital knowledge on the students’ thoughts and beliefs, the relationship among these factors was not examined well in previous research. Thus, the investigation of the impact of ICT and digital knowledge on the students’ thoughts and beliefs is the main originality of this research. For this goal, a new conceptual model is proposed, which has 11 sub-indicators within four variables: digital technology acceptance, digital knowledge, digital training facilities and digital education content.