Keyword: construction 4.0

ABSTRACT: The global construction industry is undergoing a profound transformation driven by Construction 4.0, with Artificial Intelligence (AI) emerging as a pivotal technological force. Yet a critical skills gap persists in developing nations such as Nigeria, where the pace of educational curriculum development lags significantly behind industry demands. This study examines the integration of AI into Building Technology education programs in Nigerian universities and its implications for graduate employability. Employing an explanatory sequential mixed-methods design, the quantitative phase administered surveys to 120 final-year students, 40 faculty members across four universities in South-East Nigeria, and 60 construction industry employers, to assess the current level of AI integration and its perceived relationship with employability. A subsequent qualitative phase conducted semi-structured interviews with 12 faculty heads and 12 senior industry managers to identify the institutional barriers constraining AI-driven pedagogy. The study is theoretically anchored in the Construction 4.0 Maturity Model, adapted to evaluate educational program readiness. Findings reveal that Building Technology programs currently operate at a nascent 'Initial/Ad Hoc' stage of digital maturity. Institutional constraints, including inadequate infrastructure, limited faculty expertise, and absence of strategic vision were confirmed as significant predictors of low AI adoption. Employer data further revealed that graduates with AI competencies received significantly higher employability ratings than those with traditional skills alone. These findings provide a data-driven basis for curriculum reform, targeted policy investment, and strategic university-industry collaboration to equip Nigeria's construction workforce for the digital era of construction.