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This paper proposes to apply the lean philosophy principle of minimizing or eliminating non-value adding activities combined with 4D building information modeling (BIM) simulations to reduce transportation waste in construction production processes.

This study adopts design science research (DSR) because of its prescriptive character to produce innovative constructions (artifacts) to solve real-world problems. The artifact proposed is a set of constructs for evaluating the utility of 4D BIM simulations for transportation waste reduction. The authors performed two learning cycles using empirical studies in projects A, B and C. The construction process of cast-in-place (CIP) reinforcement concrete (RC) was selected to demonstrate and evaluate 4D BIM's utility. The empirical studies focused on understanding the current transportation waste, collecting actual performance data during job site visits and demonstrating the usage of 4D BIM.

In the first cycle, 4D BIM successfully allowed users to understand the CIP-RC process's transportation activities, which were modeled. In the second cycle, 4D BIM enabled better decision-making processes concerning the definitions of strategies for placing reusable formworks for CIP concrete walls by planning transportation activities.

In Cycle 2, three different scenarios were simulated to identify the most suitable formwork assembly planning, and the results were compared to the real situations identified during the job site visits. The scenario chosen demonstrated that the 4D BIM simulation yielded an 18.75% cycle time reduction. In addition, the simulation contributed to a decrease in transportation waste that was previously identified.

The original contribution of this paper is the use of 4D BIM simulation for managing non-value adding activities to reduce transportation waste. The utility of 4D BIM for the reduction of those conflicts considered three constructs: (1) the capacity to improve transportation activity efficiency, (2) the capacity to improve construction production efficiency and (3) the capacity to reduce transportation waste consequences.

The purpose of this study is to identify global trends in disruptive technological change and map the social and policy implications, particularly as they relate to the educational ecosystem and main stakeholders across all levels of education.

The authors conducted a two-stage meta-analysis of 1,155 scholarly, peer-reviewed articles. The investigation involves a systematized literature review for data identification and collation adhering to defined selection criteria, and a network analysis to scrutinize data, consolidate information and unveil correlations and patterns from the literature review to produce a set of recommendations.

The study unveiled educational trends related to disruptive technologies and delineated four principal clusters representing how these technologies are transforming the education ecosystem. Additionally, a series of transversal aspects that reveal a societal vulnerability toward future prospects in the realms of ethics, sustainability, resilience, security, and policy were identified.

The findings spotlight an enlarging chasm between industry (and society at large) and conventional education, where many transformations triggered by disruptive technologies remain absent from teaching and learning systems. The study further offers recommendations and envisions potential scenarios, urging stakeholders to respond based on their positions concerning disruptive technologies.

Expanding from the meta-analysis of pertinent literature, this paper offers four collections of curated resources, four mini case studies and four scenarios for policymakers and local communities to consider, enabling them to plot courses for their optimal futures.