ЦИФРОВІЗАЦІЯ ТА ЕНЕРГОЕФЕКТИВНІСТЬ У НАВЧАННІ МАЙБУТНІХ БУДІВЕЛЬНИКІВ: ВИКЛИКИ ТА ПЕРСПЕКТИВИ

Unofficial AI-generated summary based on the public title and abstract. Not an official translation.

🔬研究者:Researchers in vocational education and construction sustainability may find the integrated model and meta-analysis of immersive technologies valuable.

🏢実務担当者:Construction companies and training institutions can use the findings to update curricula and adopt VR/AR for safety and efficiency training.

🏛政策担当者:Policymakers in post-conflict reconstruction or industrial retraining can draw on the proposed institutional strategies, especially Centers of Vocational Excellence.

Relevance. Accounting for approximately 39% of global carbon dioxide emissions, the construction industry is currently at the epicenter of radical transformations (changes). Contemporary scholarship views these shifts through the prism of the "Twin Transition"—the synergy between digitalization and greening (environmental sustainability). Within this multidimensional context, the vocational education and training (VET) system faces an existential challenge, grappling with obsolete curricula and institutional barriers that restrict teacher agency. The contemporary labor market demands a workforce capable of designing and implementing energy-efficient solutions within the innovative paradigm of Construction 4.0. Purpose. To provide a theoretical and empirical substantiation for a comprehensive model integrating energy-efficient and digital technologies into the vocational training system of future construction professionals, and to conduct an in-depth analysis of the effectiveness of innovative pedagogical strategies (specifically immersive simulations and BIM technologies) amidst the global climate transition and the urgent demands of Ukraine’s post-war infrastructure reconstruction (particularly under the Ukraine Facility program). Methods. The study is grounded in systemic and interdisciplinary approaches. It utilizes a systematic review following the PRISMA protocol, structural-functional analysis to evaluate labor market skill gaps, comparative pedagogical modeling to contrast traditional and innovative educational paradigms, and a meta-analysis of empirical data regarding the efficacy of immersive virtual environments. Results. The findings demonstrate a critical education-work transition mismatch (qualification gap) between high-tech market expectations and graduate competencies. The transition to the Education 4.0 paradigm via a multidisciplinary approach and Life Cycle Assessment (LCA) is substantiated as imperative (having no alternative). Furthermore, the unprecedented efficacy of immersive technologies (VR/AR) in fostering safety behavior is statistically confirmed (accelerating learning rates fourfold). The prospects of utilizing sustainable materials are detailed, and institutional strategies for Ukraine’s post-war reconstruction are proposed, focusing on project localization, the establishment of Centers of Vocational Excellence (CoVEs), and the expansion of dual education. Conclusions. The effective implementation of green technologies cannot be achieved through superficial (cosmetic) modifications; it demands surmounting institutional barriers and empowering teacher initiative. Only a profound, synergistic integration of digital twins, sustainable materials science, and localized public-private partnerships can supply the industry with the qualified workforce needed to realize the "Build Back Better" vision.

• semanticscholar https://doi.org/10.32835/2707-3092.2026.32.268-278first seen 2026-07-01 06:08:06