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Abstract Robotic automation in construction has created the need for new competencies that will enable the workforce to engage with robots safely and effectively. However, differing perceptions between industry professionals and academia make aligning academic programs with industry needs challenging. This study evaluates these perceptions to guide the design of HRC training programs. A three-round Delphi study was conducted separately with panels of industry professionals and academic experts to assess their views on HRC competencies in construction. The findings revealed that both panels identified human–robot interfaces, HRC safety and standards, robot control systems, and construction robot applications as the top five HRC knowledge areas. Industry professionals also emphasized task planning knowledge, while academic experts focused on HRC ethics. Key HRC skills include effective communication, safety management, technical proficiency, and compliance with regulations and standards, with industry professionals prioritizing proficiency in task planning and academics emphasizing human–robot interface proficiency. Both expert panels prioritized teamwork, continuous learning, problem-solving, communication, and adaptability as top-rated HRC abilities. This study contributes to knowledge by defining key HRC competencies and identifying differences in priorities between industry and academia. These insights can guide the development of academic curricula that better align with industry needs, supporting the creation of training programs that equip the workforce with the competencies required for safe and effective robotic collaboration. The study also promotes collaboration between industry and academia, fostering innovation in HRC and robotics in construction. Future research directions are proposed to explore innovative training methods to equip the future workforce with HRC competencies. 

Robots present an innovative solution to the construction industry’s challenges, including safety concerns, skilled worker shortages, and productivity issues. Successfully collaborating with robots requires new competencies to ensure safety, smooth interaction, and accelerated adoption of robotic technologies. However, limited research exists on the specific competencies needed for human—robot collaboration in construction. Moreover, the perspectives of construction industry professionals on these competencies remain underexplored. This study examines the perceptions of construction industry professionals regarding the knowledge, skills, and abilities necessary for the effective implementation of human—robot collaboration in construction. A two-round Delphi survey was conducted with expert panel members from the construction industry to assess their views on the competencies for human—robot collaboration. The results reveal that the most critical competencies include knowledge areas such as human—robot interface, construction robot applications, human—robot collaboration safety and standards, task planning and robot control system; skills such as task planning, safety management, technical expertise, human—robot interface, and communication; and abilities such as safety awareness, continuous learning, problemsolving, critical thinking, and spatial awareness. This study contributes to knowledge by identifying the most significant competencies for human—robot collaboration in construction and highlighting their relative importance. These competencies could inform the design of educational and training programs and facilitate the integration of robotic technologies in construction. The findings also provide a foundation for future research to further explore and enhance these competencies, ultimately supporting safer, more efficient, and more productive construction practices. 

Traditional lectures have difficulties instilling pragmatic skills in construction engineering students due to the inability to illuminate the complexities within the human-robot collaborative construction environment. While on-site can acclimatize construction students to reality and construct knowledge that can solve safety challenges, it is challenging to organize on-site training trips owing to the dangerous nature of construction workplaces. This research aimed to explore virtual reality (VR) as a tool to enhance students’ perception and knowledge of construction robotic safety. For this purpose, the study developed a virtual training platform for providing construction engineering students with safety knowledge on interacting with simulated robots within the virtual environment of construction sites. A self-assessment approach was leveraged among 20 recruited students to demonstrate the efficacy of students’ engagement and learning outcomes from the proposed learning approach over the traditional learning approach. Results indicated a statistical difference in students’ learning outcomes and engagement levels between the developed approach and the traditional approach. Findings demonstrated the implications of VR as an experiential tool to enhance the students’ learning of robotic safety in construction.