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This study aims to explore the opinions of Built Environment Professionals (BEP) on the usage of fourth-generation digital technologies in the construction industry.

This study adopts a qualitative research approach and conducts semi-structured interviews with Black, Asian and Minority Ethnic (BAME) professionals to explore the adoption and utilisation of fourth-generation digital technologies in the construction industry. The semi-structured interviews allowed the participants to elaborate on their experiences, and thematic analysis was employed to identify and analyse significant themes related to the topic.

Accounts from BAME construction professionals reveal that the increased popularity of fourth-generation digital technologies, also known as Industry 4.0 technologies, does not necessarily result in increased usage. This is because many of these new technologies have not been embraced and are unpopular in certain circles. A more significant revelation is the impact of BAME community settings on determining the career pathways of most individuals, which often do not support the construction or digital technology pathways within the construction industry.

Research targeting ethnic minorities may not necessarily yield a large response due to the sensitivity of the issues raised. However, conducting a nationwide research with a larger sample size drawn from various locations in the UK could achieve more robust findings and uncover additional issues. Meanwhile, the results of this research can serve as a framework for more extensive investigations.

The research offers valuable recommendations to industry and academia regarding the need to address the specific challenges faced by the BAME community in terms of digital technology adoption. These issues are often overlooked in most discussions about digital technology.

The study provides critical recommendations that are relevant to Further and Higher Education (HE) institutions, industries, construction organisations, government bodies, etc. Recommendations include a call for collaboration between educational institutions, industry partners and local communities to facilitate awareness and orientation programmes within the community.

This study aims to investigate digital technology (DT) competencies, training and awareness amongst Black Asian Minority Ethnic (BAME) construction students in the UK.

This study uses a quantitative online survey to investigate both BAME Construction Undergraduates Graduate Students (CUGS) and staff studying on and teaching on Construction programmes. The investigation examined their opinions as to their own awareness of their competencies and training regarding DT.

Findings indicate that BAME CUGS were mostly “very proficient” in the use of basic DT, such as required to complete an authentic assessment that typifies a real-life scenario. For example, sending and receiving emails, Excel, Word, computer literacy/basic IT skills, browsing searching materials, PowerPoint, specialist IT skills, mobile devices, tablet and social media handles. However, findings revealed that training awareness and competencies in new DT is shallow, and BAME CUGS are probably not ready for the digitalised construction world. Respondents were mainly within the “probably aware” range, and very few were within the “definitely aware” range, on the Likert scale adopted. New DTs that fell within the “definitely aware” range are BIM, offsite construction and manufacturing, 3D printing, cloud computing and collaboration.

It is acknowledged that expanding the sample size to other universities and exploring BAME industry professionals’ narratives could further enrich the discussion. However, these limitations did not impact the robust practical and theoretical implications provided to CUGS, Higher Education (HE)sectors, University staff and industry emerging from the analysis and findings achieved in the study. Still, it is being recommended for future work to consider.

The study provides valuable recommendations helpful to HE institutions, industry and government. Recommendations provided include a need to review and update the current curriculum, robust partnership between academia and industry, increase government funding, upskilling and training staff in the new DT.