Development of Construction Engineering and Management Students' Professional Identities: An Investigation of Professional Identity Practices Through Storytelling

This research-to-practice full paper investigates professional identity practices needed for developing construction engineering and management students' professional identities. The construction industry is experiencing rapid technological advancement, with technologies playing a vital role in enhancing project efficiency, safety, and productivity. However, this progress has unveiled a critical shortage of skilled technical professionals capable of driving the adoption of construction technologies. A key contributing factor is the shortage of construction practitioners who fully identify with and embrace technology implementation. To address this gap and cultivate a competent future workforce, it is imperative to develop the professional identities of construction engineering and management students because individuals' self-perception significantly influences their career trajectory, success, and commitment to the industry. While studies have explored the required technical competencies for construction education, little is known about the professional identity practices needed to develop students' identities toward construction technologies. Through semi-structured interviews with construction practitioners who are actively engaged in and embraced technological implementation, this study identifies essential soft skills needed for adopting construction technologies and the motivating factors that could enhance students' professional identity with construction technologies. Grounded in narrative theory, the study provides insights into practitioners' reflections and stories, shedding light on the development of their professional identities. The findings emphasize the importance of planning and communication as key technical and soft skills while seeing the result and hands-on are identified as key motivating factors in enhancing the interest of the students in construction technologies. By fostering the development of students' professional identity, academia and industry stakeholders can collaboratively pave the way for a skilled and adaptable workforce. This study not only contributes to academic discourse but also offers practical implications for bridging the gap between educational curricula and industry demands.