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The purpose of this study is to explore existing literature on Building Information Modelling (BIM) in Malaysia and examine the perception of practitioners about the potential of BIM applications in reducing construction waste and enhancing productivity.

First, using 244 bibliographic data extracted from the Scopus database, the paper used scientometric analysis and VOSviewer mapping technique to assess the most impactful publication literature on BIM in Malaysia to identify the existing research gaps. Second, using a structured questionnaire, a total of 100 questionnaires were distributed to practising practitioners who incorporate BIM in the delivery of their projects. Descriptive analysis using cross-tabulation in SPSS software, radar chart, relative importance index and Pearson’s correlation were used to analyze the data.

The research gaps are in the fields of construction projects, buildings, energy efficiency, lifecycle and housing. The findings of the survey indicate that quantity take-off, clash detection, site utilization planning, digital fabrication as well as 4D stimulation were the main BIM applications used among the practitioners in Johor and Selangor.

By assessing the state-of-the-art of BIM and BIM applications in this region, the practical implications of this study provide useful insights to construction stakeholders, funding organizations, policymakers, research institutions, professionals, journal editors, reviewers and researchers to understand the overall trend of BIM in Malaysia and its usage.

This paper is the first to use science mapping using scientometrics to reveal the current BIM research in “Malaysia only”. Relying on the identified gaps, the study further examined the usage of BIM applications in Malaysian construction projects.

This study aimed to acquire knowledge about Singapore secondary school (ages 13 to 16 years old) students' skills in searching, evaluating and using information.

A comprehensive instrument encompassing the basic information literacy (IL) skills, as well as a new dimension of ethical usage of information and collaborative information seeking was used for data collection. From August to November 2010, a total of eight schools comprising 3,164 students participated in this study.

It was a matter of concern that various kinds of libraries, including school libraries, were found to be under-utilized. From the test that was administered to assess the IL skills of students, the results were found to be generally unsatisfactory as each of the major categories of IL skills recorded a score that is below 50 (out of a maximum of 100) except for “task definition”. For skills related to “information seeking strategies”, “location & access” and “information use”, the types of schools, academic streams of study, and students' family background seemed to have significant influences.

This study is the first large-scale survey conducted in Singapore that sought to test the IL skills of secondary school students. The findings are useful in assessing the current effectiveness of IL integration, and the need for a more planned approach towards IL competency training within the school curriculum in Singapore.

The purpose of this paper is to assess knowledge of Singapore Grade 5 (11 years old) students’ understanding and proficiency in basic information literacy (IL) skills of defining information tasks, selecting information sources, seeking information from sources and synthesising and using information.

A 38-item multiple-choice question assessment instrument was used to assess the students’ IL skills based on the i-Competent IL model. The instrument first developed in 2010 was refined and expanded to increase the robustness and accuracy of assessment for the study. It was administered to 17 primary schools in Singapore in November 2015. The maximum possible score of 54 was scaled up to 100 to report the overall mean score for ease of reference and comparison. A total of 2,399 returns were obtained and analysed using Statistical Package for the Social Sciences 22.0 to compute the mean scores, IL stage-level scores. The study also investigated for any significant differences in performance between male and female students, and students with or without access to the internet at home.

The students achieved an overall mean score of 53.39 which is below a recommended acceptable score of 60 or 70 advocated in a number of past studies. The two worst performing areas of IL skills were synthesising and using information and seeking information from sources with mean scores of 45.89 and 48.81, respectively. A review of the highest number of incorrect answers suggests that students had difficulty in identifying key information from an information task narrative, understanding the use of reference sources and role of librarians, distinguishing between a fact and opinion, and adopting the best strategy for searching. Girls outperformed boys with an overall mean score of 55.38 vs 51.50. Students with internet access at home fared better than those without access to it with a score of 53.67 vs 45.81. The overall poor results of the survey suggest an urgent need to review the IL education landscape in the Singapore school system, revisit polices, priorities and assess the relevance and effectiveness of the IL curriculum, practical hands-on classes, and interventions that are currently employed in schools.

The study helped identify areas of IL skills strengths and weakness among Grade 5 students in Singapore schools. It provides recommendations for follow up actions for education authority and schools to improve the situation.

This study was prompted to provide an assessment after a national IL initiative was launched in 2012 to inculcate IL skills among the school-going children as part of creating a value-driven education system. This is the first reported set of findings for a large-scale survey conducted to measure and ascertain the IL skills level among Grade 5 students.

A gripping keyword emerged in the dynamic world of 2022: GPT or the advent of Generative Artificial Intelligence (GAI), at its forefront, embodied by the mysterious ChatGPT. This technological marvel had been silently lurking in the background for just over five years. However, all of a sudden, it emerged onto the scene, capturing the public’s attention and quickly becoming one of the most widely adopted inventions in history. Therefore, this narrative review is conducted in order to explore the impact of generative AI and ChatGPT on lifelong learning and upskilling of students in higher education and address opportunities and challenges proposed by Artificial Intelligence from a global perspective.

This review has been conducted using a narrative literature review approach. For in-depth identification of research gaps, 105 relevant articles were included from scholarly databases such as Scopus, Web of Science, ERIC and Google Scholar. Seven major themes emerged from the literature to answer the targeted research questions that describe the use of AI, the impact of generative AI and ChatGPT on students, the challenges and opportunities of using AI in education and mitigating strategies to cope with the challenges associated with the integration of ChatGPT and generative AI in education.

The review of the literature presents that generative AI and ChatGPT have gained a lot of recognition among students and have revolutionized educational settings. The findings suggest that there are some contexts in which adult education research and teaching can benefit from the use of chatbots and generative AI technologies like ChatGPT. The literature does, however, also highlight the necessity of carefully considering the benefits and drawbacks of these technologies in order to prevent restricting or distorting the educational process or endangering academic integrity. In addition, the literature raises ethical questions about data security, privacy and cheating by students or researchers. To these, we add our own ethical concerns about intellectual property, such as the fact that, once we enter ideas or research results into a generative chatbot, we no longer have control over how it is used.

This review is helpful for educators and policymakers to design the curriculum and policies that encourage students to use generative AI ethically while taking academic integrity into account. Also, this review article identifies the major gaps that are associated with the impact of AI and ChatGPT on the lifelong learning skills of students.

This review of the literature is unique because it explains the challenges and opportunities of using generative AI and ChatGPT, also defining its impact on lifelong learning and upskilling of students.