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The construction of smart cities holds the potential to drive digital innovation in the construction industry through various means, such as enhancing supply and demand. This study echoes the urgent need for the construction industry to overcome development challenges. Hence, it is necessary to study the extent and ways in which smart city policies promote digital innovation in the construction industry.

This study treats China’s smart city policies as quasi-natural experiments. Using a dataset of Chinese prefecture-level cities from 2007 to 2021 and a difference-in-differences model, the study scrutinizes the impact of smart city policies on digital innovation within the construction industry.

The study reveals a substantial positive influence of smart city policies on digital innovation in the construction industry. In addition, the study explains these results by analysing supply-side and demand-side mechanisms. Moreover, the effect of smart city pilot policies on promoting digital innovation within the construction industry displays noteworthy heterogeneity across cities at different regional and political levels.

By exploring the impact and mechanisms of smart city policies on digital innovation in the construction industry, this research contributes to a more comprehensive and profound comprehension of the role of policies in facilitating the digital transformation of the construction sector. It is a valuable reference for policymakers and industry practitioners aiming to advance digital development.

The COVID-19 pandemic has had a devastating impact on all facets of education. This led to educational institutions deploying blended and online systems for teaching and learning. The purpose of this study was to assess the role of blended learning in promoting quality education during the COVID-19 pandemic.

The qualitative research design was deployed in this study and enabled the researcher to collect data via in-depth interviews. Twenty-five (25) tertiary institutions accredited by the Ghana Tertiary Education Commission (GTEC) were randomly selected to participate in this study. The registrars of the institutions were purposively selected and served as the participants for the study. Thematic content analysis was used to analyze the data collected via the interview. Ethical considerations were adhered to during the study.

The study established that COVID-19 had a devastating effect on tertiary institutions; multiple technological and open-sourced systems were deployed for teaching and learning; blended learning was adopted to augment the traditional face-to-face mode of teaching and learning due to its ease of use, usefulness and accessibility as it was used for quizzes and assignments, accessing lecture notes, among others. Despite these, the deployment of technological and blended systems was met with challenges that somehow affected effective teaching, learning.

The study was limited to 25 tertiary educational institutions in Ghana. It was again limited to the COVID-19 era.

This research aids in understanding the extent of the impact of COVID-19 on teaching and learning and how blended learning is currently deployed and used in tertiary institutions in Ghana. The findings are relevant to policymakers and management of educational institutions as it informs them of the right method and tools to deploy for teaching and learning during pandemics.

As educational institutions globally are dealing with the effect of the COVID-19 pandemic, it is prudent to look into how tertiary institutions in Ghana deploy blended learning to facilitate teaching and learning. Thus, this paper is original as it fills the relevant literature gap in terms of scope, setting, methodology and findings.