Implications of BIM use in budgeting education: considerations based on a systematic literature review
Abstract This article analyzes the implications of using Building Information Modeling (BIM) in budgeting education in Architecture, Engineering, and Construction (AEC) programs. Based on a Systematic Literature Review (SLR) conducted in two stages, 15 dissertations and 12 national articles were identified and analyzed from the CAPES Theses and Dissertations Catalog and the CAPES Periodicals Portal, published between 2016 and 2025, with the support of the Artificial Intelligence tool NotebookLM®. The results indicate that BIM, especially in its 5D dimension, helps reduce the abstraction involved in the budgeting process, supports students' understanding of how design decisions impact costs, and fosters competencies such as collaborative work and systems thinking. Teaching experiences at institutions such as UFSC and UFC were identified, with results indicating relevant pedagogical benefits alongside challenges related to software learning curves, prior modeling quality, and institutional infrastructure. It is concluded that integrating BIM into budgeting education cannot be achieved in isolation; it requires curriculum integration, faculty training, and the development of teaching methodologies specifically designed for this purpose.