Integrating AEC Interdisciplinary Competencies for MT Education: A DACUM-based Approach

MT construction requires effective interdisciplinary collaboration across AEC disciplines. However, MT-related competencies remain fragmented within many AEC curricula. This study developed an MT competency framework using employed DACUM-based mixed-method approach that combined quantitative and qualitative strategies to evaluate three discipline-specific MT competency panels of architects, engineers, and CMs 251 MT-related duties and tasks were identified and thematically coded into 18 competency areas. Quantitative methodologies including frequency and Pareto analyses were employed to determine shared core and discipline-specific competencies. Qualitive expert inputs were then employed to synthesize insights from the quantitative results. The findings highlighted BIM-enabled coordination, Estimating and Planning, Design Codes and Standards, Technical Knowledge, and Sustainability core competencies across all disciplines. This informed, the proposal of an integrated curriculum framework consisting of shared core modules to support interdisciplinary collaboration, discipline-specific depth modules, and collaborative capstone experiences. The framework provides a practical roadmap for aligning AEC education with current MT industry practice. This study promotes effective academia–industry collaboration in MT delivery. It also provides an empirically grounded structure for integrating sustainable construction competencies into AEC curricula. Keywords: Mass Timber, DACUM, AEC Education, Interdisciplinary Collaboration, Curriculum Framework, BIM-enabled Coordination