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Adu, E T, Olowookere, L B and Olorunlogbon, O O (2026) Gender Inclusiveness in Addressing Manpower Shortages in the Nigerian Construction Industry: Barriers and Benefits. International Journal of Construction Education and Research, 22(02), 191–210.

Kunkcu, H, Koc, K and Gurgun, A P (2026) Technology-Enhanced Communication and Contract Management in Construction Projects. International Journal of Construction Education and Research, 22(02), 254–83.

Kunkcu, H, Koc, K and Gurgun, A P (2026) Uncovering Communication Methods, Forms, and Dynamics in Construction Projects: A Comparative Analysis. International Journal of Construction Education and Research, 22(02), 233–53.

McGuire, M (2026) Impact of Competition-Based Learning on Student Engagement and Performance. International Journal of Construction Education and Research, 22(02), 360–89.

  • Type: Journal Article
  • Keywords: Higher education; Competition-based learning; digital construction; student engagement; accelerated learning;
  • ISBN/ISSN: 1557-8771
  • URL: https://doi.org/10.1080/15578771.2025.2512348
  • Abstract:
    This paper explores the researcher’s professional journey in implementing competition-based learning (CBL) in higher education programmes and its impact on student engagement and performance. Initially hesitant due to negative perspectives on competition’s effects on student mental health and learning, the researcher observed naturally occurring competition among students in their own classroom leading to increased engagement and learning outcomes. As a result, the researcher gradually introduced competitive elements into their own lessons which yielded positive results in student engagement and independent learning. The study employed a mixed-methods design involving 28 participants from five education institutions over two years. Quantitative assessments measured student performance before and after competition, while qualitative data was gathered through interviews with students and educators. The study found that while CBL fostered a sense of ownership over learning and collaborative efforts, it also highlighted inequities in how different institutions implemented the delivery. The findings suggest that CBL, when thoughtfully designed and implemented, can significantly improve learning outcomes in technical disciplines, but further research is needed to standardize its use across educational contexts and minimize negative effects like anxiety

Sorsa, F T, Mengistu, D G and Tadesse, S T (2026) Professionals’ Performance Appraisal Practice in Construction Companies. International Journal of Construction Education and Research, 22(02), 308–30.

van Heerden, A, Flemmer, C, Boulic, M and McDonald, B W (2026) The Effect of Job Status on Stressors and Stress Coping Strategies in the New Zealand Construction Sector. International Journal of Construction Education and Research, 22(02), 211–32.

Yap, J B H and Yu, C Y (2026) Essential Needs and Strategies for Effective Contractor Communications: Bridging Gaps in Malaysia’s Construction Industry. International Journal of Construction Education and Research, 22(02), 284–307.

Zohrehvandi, S (2026) A Sustainable Project Scheduling Algorithm in Construction; An Approach to Using Project Buffer Management Techniques. International Journal of Construction Education and Research, 22(02), 331–59.