This paper proposes a heuristic approach for managing complex construction projects. The tool incorporates with Primavera P6 EPPM and Synchro 4D, enabling proactively clash detection and resolution of spatial conflicts during concurrent tasks. Additionally, it performs resource verification for sufficient allocation before task initiation. This integrated approach facilitates the generation of conflict-free and feasible construction schedules. By adhering to project constraints and seamlessly integrating with existing industry tools, the proposed solution offers a comprehensive and robust approach for construction project management. This constitutes to our knowledge the first dynamic digital twin for the delivery of a complex project.

This paper used the decolonial theory to analyse provision of Assistive Technology and assistive devices at an institution of higher education in South African. It was an empirical study, in which data were collected through interviews with students with disabilities and the Disability Rights Centre staff members. The paper sought to understand the invisible hidden implications of provision of Assistive Technology and assistive devices. The finding was that it is students with disabilities who were provided with Assistive Technology and assistive devices at the institution. The institution provided them through the Centre, to support their learning. However, this way of provision was found to be stigmatising and segregative. Furthermore, while the provision on one hand enabled students with disabilities’ learning, on the other, it constrained it. The argument of the paper is that when provision of Assistive Technology and assistive devices is for a particular group of students it defeats the whole purpose for it is intended, and could hinder rather than promote learning. It is hoped that the paper will contribute to contemporary debate on provision of Assistive Technology and support services for people with disabilities in low resource settings, from a South African context specifically, and in higher education broadly.