A critical analysis of collaborative and disruptive digital-driven built environment education

The COVID-19 pandemic has driven the teaching and learning provisions more towards virtual platforms, exposing lack of resilience and technology preparedness. This study aims to provide a critical appraisal of existing pedagogical studies on built environment (e.g., Building Information Modelling or BIM) challenging the opportunism and agency theories in response towards remote education provision provoked by the pandemic. The study consists of critical review of two literature samples, namely how the education sector as a whole has been responding to the pandemic, and the digitalisation-based pedagogy in built environment especially how the pedagogy addresses the pandemic. The review of the second literature sample evaluates longitudinally how BIM-based built environment education had evolved. A conceptual framework incorporating multiple factors from the review of the two literature samples is finally proposed. These factors include educational theories (e.g., Bloom's Taxonomy), curriculum development addressing assessment, student experience, collaborative learning, delivery approaches, and teaching methods. This review-based study not only provides an overview of the digital built environment pedagogical work in higher education, but also contests the opportunism response to remote or blended learning and how the post-pandemic era could embrace the remote delivery-platforms to engender a variety of pedagogical principles, for example, cross-disciplinary team-based information sharing, experiential learning, and projectbased learning. The findings of this study represent a barometer and roadmap for measuring the resilience of higher education and built environment programmes towards pandemic and technological disruptions.