| description abstract | Artificial intelligence (AI) presents significant opportunities and challenges within the construction industry. Higher education will have a vital role in preparing future professionals to leverage AI tools, and in the effective incorporation of AI into construction curriculums is a topic of debate. As educators, construction faculty can offer insight into the current direction and progress of AI integration in their programs. This study surveyed construction faculty in both the US and internationally to examine their awareness of and attitudes toward AI, its integration, and the current status of AI education implementation. The results revealed that over 90% of respondents in both groups demonstrated medium to high levels of AI awareness, enabling them to engage in broader discussions. Although there were statistical differences in attitudes between the two groups, the overall patterns were similar. Overall, both US and international construction faculty exhibited more positive than negative attitudes toward AI and its integration into the curriculum, with statistically significant differences. Despite recognizing AI’s potential, concerns still persist among respondents. Faculties’ perceived lack of AI competencies and uncertainty about integration methods are key barriers. Furthermore, 65% of respondents indicated they have never integrated AI into their curriculum. Among those who have, AI knowledge predominantly is incorporated into technology-based courses, often through lectures on practical use cases and hands-on instruction using existing AI tools. This study contributes to the ongoing dialogue on AI integration in construction education by highlighting faculty knowledge, barriers, and support, and laying a foundation for future research essential for facilitating AI integration. | |
