The emergence of various Fourth Industrial Revolution (4IR) technologies and the covid-19 pandemic has expedited the digitisation of the contemporary pedagogy in the Higher Education Institution (HEI) context resulting in disruptive pedagogies. However, such abrupt adoption of these technologies has posed unintended consequences for learners who were mostly unprepared. Extant literature suggests the usefulness of peer-to-peer (P2P) learning platforms in engendering knowledge sharing among learners. However, limited studies have explored the utility of P2P in fostering increased levels learner adaptation to digital technologies in developing country and construction management education contexts, respectively. This study contributes towards bridging this gap using a case study of a South African University of Technology’s (UoT) department of Built Environment. A questionnaire survey involving purposively selected respondents (n = 26) was conducted to assess the effectiveness of P2P learning in enabling student engagement with disruptive pedagogies. The survey’s respondents comprised of students who had started their studies during the pandemic. Results of this preliminary quantitative analysis suggest a statistically significant improvement in student engagement levels with disruptive pedagogies compared to traditional teaching methods due to the use of P2P learning platforms. Also, the results indicated that although these students were not prepared for online teaching and learning, P2P learning enabled them to improve their levels of proficiency in the use of disruptive pedagogies. Future research will further investigate the long-term effects of P2P platforms on student engagement with disruptive pedagogies and associated learning outcomes, as well as explore potential challenges and best practices for its implementation in various educational settings. The study provides suggestions on how to enhance the utility of P2P platforms in preparing students to engage with disruptive pedagogy protocols in the future.