DIGITAL TOOLS FOR LEARNING CONSTRUCTION ECONOMICS TERMINOLOGY: EFFECTIVENESS AND ADOPTION

Abstract

The rapid digitalization of higher education has significantly transformed terminology instruction in domain-specific fields, including construction economics. This study examines the effectiveness and adoption of digital tools used to teach construction economics terminology to undergraduate students. A mixed-method approach was employed, involving questionnaires, classroom observations, and an analysis of student performance before and after integrating digital platforms. The findings demonstrate that digital learning tools—particularly mobile applications, interactive glossaries, and BIM-linked terminology databases—enhance retention, contextual understanding, and autonomous learning. However, adoption is influenced by technological access, digital literacy, and perceived usefulness. The study concludes that digital tools offer substantial pedagogical advantages, provided they are systematically integrated into curriculum design