Digital technologies such as Large Language Models (LLMs) have transformed the construction industry, from design, planning, project management, execution, and building operations, with many processes now conducted remotely. However, integrating Large Language Models (LLMs) into construction education amidst rapid technological innovation presents significant challenges. The industry’s skills gap hampers productivity and innovation, while declining interest in construction-related university courses further underscores the need for innovative educational strategies. The study, therefore, explores the practical challenges of seamlessly integrating LLMs into construction education. Identifying such challenges emphasises the importance of understanding potential obstacles to ensure effective and responsible LLM adoption. This study explores these potential challenges through a comprehensive literature review and empirical findings from data collected via Google Forms from construction students, educators, and industry practitioners in Johannesburg, Gauteng. Convenience sampling was used, and data were analysed using inferential statistics such as the Kruskal-Wallis H test, an alternative to the one-way ANOVA, T-tests and Exploratory Factor Analysis. The findings reveal three clusters, which highlight the challenges as foundational challenges, context and ethical issues, and technical integration and usability issues. These findings make a case for the obstacles to LLM adoption in South African Construction Education. By investigating these challenges from industry and educational perspectives, the study concludes by recommending strategies to facilitate LLM integration, maximise benefits, and promote innovative, interactive, and skills-driven learning environments. It further emphasises the need to balance technological innovation with responsible integration to ensure positive outcomes for students, educators, and industry professionals.