Business game “Preparation of Construction Production” as a supplementary method for students at a construction university to master the subject “Fundamentals of the Organization of Construction Production”

Introduction. This paper presents the scenario for the business game “Preparation of Construction Production”, developed by the authors as a supplementary teaching method for students of construction-related disciplines within the framework of the course “Fundamentals of the Organization of Construction Production”. The study is based on an analysis of the cognitive characteristics of generation Z and the need to adapt educational technologies to their information processing patterns. The scientific novelty of the work lies in the development of a four-stage game structure with events unfolding in parallel across two sites, ensuring high participant engagement; the modelling of interactions between seven types of construction stakeholders, fostering a holistic understanding of the construction production management system; a well-founded link between the game structure and the development of competence indicators UK-2, UK-4 and OPK-9 through the modelling of real-life management situations requiring decision-making under conditions of limited resources and time; and the development of a set of practice-oriented handouts that integrate theoretical knowledge into the system of professional practice.

Materials and methods. The research methodology includes scenario planning. The game provides for the distribution of students into teams, each of which performs the role of a specific participant in the construction process and solves professional tasks: developing design assignments, conducting tenders, concluding contracts and managing resources.

Results. The approbation demonstrated the high effectiveness of the method: 92 % of students actively engaged in the process, showed effectiveness in mastering theoretical material, and developed communication skills and collaborative decision-making abilities under time constraints.

Conclusions. The developed business game scenario can be effective in the educational process for developing the professional competencies of students on construction courses, increasing their motivation to study and developing teamwork skills, as confirmed by the test results and the high level of participant engagement.

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