Inquiry-Based Learning as a Pedagogical Innovation for Virtual Construction Education

Abstract

The rapid digital transformation of the construction industry is reshaping the knowledge, skills and competencies required of construction graduates. As higher education increasingly adopts virtual and blended learning environments, there is growing recognition that traditional lecturer-centred teaching approaches are insufficient for developing the critical thinking, problem-solving, collaboration and professional judgement required for contemporary construction practice. This paper examines the role of Inquiry-Based Learning (IBL) as a pedagogical innovation for virtual construction education within the South African higher education context. A qualitative research approach was adopted using a desktop-based systematic literature review to critically synthesise the existing literature on constructivism, IBL, virtual learning and construction education. The review identified five interrelated themes, namely pedagogical transformation, the limitations of traditional pedagogies, IBL as a constructivist pedagogy, virtual learning and graduate preparedness. The findings indicate that IBL provides an effective pedagogical framework for promoting active learning, collaboration, reflection and knowledge construction within virtual learning environments, while strengthening the higher-order competencies required for professional construction practice. The paper further proposes a conceptual framework that integrates constructivist learning theory, IBL and virtual construction education to support curriculum transformation within South African higher education. The framework offers both a theoretical foundation and practical guidance for educators seeking to design more engaging, student-centred and professionally relevant virtual learning environments.