Oct 2026· Journal of Civil Engineering Education· 0 citations· 49 references
Abstract
The growing digitalization of the architecture, engineering, and construction (AEC) industry has increased the demand for graduates with strong BIM-related competencies, yet many undergraduate programs—particularly in emerging economies—still approach BIM in a fragmented and software-centered way. This study reports the development and implementation of a structured educational strategy for integrating building information modeling (BIM) into the civil engineering curriculum of a Brazilian public university. The intervention followed a four-phase process: (1) assessment of institutional BIM maturity using a customized 16-indicator matrix, which classified the program at the initial level (
MI
=
37.5
%
); (2) curriculum mapping across 66 courses, revealing that 56.1% had potential for BIM integration; (3) pilot implementation in four core courses using project-based and team-based learning; and (4) creation of a long-term institutional roadmap aligned with national policies such as the Brazilian BIM Strategy. Survey results from 43 students indicated moderate to high satisfaction with the learning experience (mean scores between 3.84 and 4.35 on a 1–5 scale) and modest perceived gains in BIM conceptual understanding. Iterative refinements addressed gaps in digital literacy, assessment design, and faculty alignment. The proposed roadmap offers a replicable, evidence-based, and context-sensitive approach for institutions—particularly those in emerging-economy contexts, including but not limited to Latin America—seeking to scale BIM integration in engineering education.
In the current Architecture, Engineering, Construction, and Operations (AECO) sector, the demand for a skilled workforce capable of responding to rapidly changing needs is increasing. However, academic programs are struggling to keep up with this transformation. The integration of Building Information Modeling (BIM) tools into design studios and the objective evaluation of the pedagogical outcomes of this process are not yet fully clear. This study develops a pedagogical evaluation framework to integrate professional BIM competencies into architectural design studio curricula. This framework aims to measure student competency development and guide the restructuring of academic programs for BIM-supported education. A mixed methodology was adopted in the research; utilizing a combination of purposive and convenience sampling techniques, the studio performances, submission processes, and survey data of 409 students studying in architecture and interior architecture departments over a four-year period were analyzed longitudinally using the developed measurement-evaluation model. The proposed framework serves to pedagogically grade students’ in-studio performance and to measure acquired competencies with structured criteria. The qualitative data obtained from the surveys were analyzed through thematic and content analysis. The research revealed that students possessed limited technical skills in BIM projects and experienced deficiencies in collaboration and data management. Furthermore, it determined that instructors’ lack of knowledge regarding integrating BIM into the curriculum negatively impacted students’ learning processes. This study recommended enhancing teacher training for BIM-supported education, improving collaboration and coordination skills, and aligning the curriculum with professional requirements. The findings provide a framework that not only better prepares students for professional life but also helps bridge the gap between education and industry. Through this framework, students’ competencies can be measured at the pedagogical level.
The Architecture, Engineering, and Construction (AEC) industry is transitioning from a traditional 2D-based workflow into a digital multi-disciplinary process, and building information modeling has expedited this transition. This global divide in BIM education primarily arises from the disparities in educational offer. The objective of this study is to provide a rigorous, comprehensive, and structured analysis of the global BIM education trends, regional disparities, and curriculum gaps and to develop actionable response strategies to tackle this issue. This paper followed the PRISMA 2020 guidelines along with a systematic literature review of 144 peer-reviewed papers extracted from Scopus, Web of Science, ASCE Library, and Google Scholar. To strengthen the methodological quality assessment, the Mixed Methods Appraisal Tool (MMAT) was applied. The findings revealed a huge global divide, where resource-rich countries characterized by well-developed curricula, integrated, and industry collaboration, whereas resource-constrained countries specifically in Africa and Southeast Asia, suffer from disorganized curricula, poor institutional readiness, and ‘software-centric’ teaching processes. To harmonize these disparities, this study proposed the Global BIM Education Framework (GBEF) – which is centered around four pillars; Pedagogical Pivot, Methodological Standardization, Industry-Academia Symbiosis, and Unified Competency Benchmarking. The GBEF framework treats BIM as a socio-technical process and introduces multi-phase implementation procedures specifically tailored for low-resource institutions.
A. Negash· Research & Development· 0 citations
Building Information Modeling (BIM) is a transformative paradigm in the global Architecture, Engineering, Construction, and Operations (AECO) sector, yet its adoption in developing nations like Bangladesh remains nascent. Therefore, this research provides a comprehensive analysis of the critical factors, benefits, and challenges of shaping BIM implementation from the perspective of a developing country, Bangladesh. This study employs a mixed-methods approach, integrating findings from a survey of 268 valid AECO stakeholders (students, educators, and professionals) with a 4D simulation case study of a multi-story building. The survey reveals a critical gap between awareness and competency; while 77.2% of respondents are familiar with BIM, only 34.4% have received professional training. An exploratory factor analysis confirmed four predefined sections, classified and identified 32 crucial factors. Then, a Relative Importance Index (RII) identified university-industry collaborations for BIM programs and government support and enforcement as the most critical drivers for adoption. Other vital factors indicated acknowledgment of BIM’s efficiency, inadequate industry knowledge, a lack of promotion, seminars, and the establishment of training courses. An independent samples t-test exposed a substantial perceptual gap between the optimistic expectations of students and the pragmatic views of professionals. The 4D simulation case study validated BIM’s practical benefits, demonstrating a 13.5% reduction in project completion time and revealing a potential for time and cost savings through early detection of 355 design clashes. Ultimately, the findings contribute to a robust, empirically supported roadmap for policymakers and industry leaders by offering specific, actionable recommendations to accelerate BIM adoption and enhance construction sector productivity.
Abdullah Al Shanto, Kazi Abu Manjur, Asif Faisal Ananta et al.· Discover Civil Engineering· 0 citations
In the era of Education 5.0, Building Information Modelling (BIM) has become a vital digital competency for future-ready construction professionals. However, many Quantity Surveying (QS) students enter higher education with limited exposure to BIM, creating a gap between academic preparation and industry expectations. This study investigates the attitudes of QS students, encompassing their readiness, as well as the perceived benefits and barriers to learning BIM tools within a tertiary education context. A structured questionnaire was distributed to QS students enrolled in a BIM-integrated course at Universiti Teknologi MARA, yielding 163 valid responses. Data were analysed using descriptive statistics and the Relative Importance Index (RII) ranking methods. The results reveal that, while most students had limited prior exposure, they expressed strong enthusiasm for learning BIM. Students valued BIM’s visualization capacity, its role in enhancing understanding of construction processes, and its contribution to collaborative learning. They also recognized BIM as an essential enabler for employability and long-term career development. At the same time, challenges such as hardware limitations, steep learning curves, and time constraints emerged as significant barriers. These findings highlight the importance of institutional support, adequate resources, and scaffolded teaching strategies. Overall, the study demonstrates BIM’s potential to empower QS students with digital competency, professional confidence, and career readiness, aligning with Education 5.0. It provides practical strategies for educators to bridge the gap between digital technologies and student capability.
N. A. A. Ismail, Hazwani Ramli, Noor Syafiqah Mohd Sabri et al.· International Journal of Res...· 0 citations
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.
Valéria da Silva Mendonça, Julia Soldera Ribeiro, Fábio Kellermann Schramm· Ambiente Construído· 0 citations
The digital transformation of the construction industry has created growing demand for quantity surveyors with competencies in Building Information Modelling (BIM) and digital cost management. However, traditional quantity surveying education remains largely focused on theoretical instruction and software-oriented training, limiting students' ability to apply digital technologies in authentic engineering practice. This study proposes the Digital Cost Management Competency Framework (DCMCF), which integrates BIM 5D, Project-Based Learning (PBL), and competency-oriented assessment into quantity surveying education. A mixed-methods case study was conducted using two cohorts of students enrolled in an Engineering Quantity Measurement and Valuation course at a public higher vocational institution in China. Quantitative data were collected from students' academic performance, while qualitative evidence was obtained through classroom observations, project deliverables, and teaching reflections. Evaluation results indicated that students demonstrated a more comprehensive grasp of BIM operations and digital literacy. The PBL approach also led to more active peer discussions and tactical problem-solving when students were confronted with discrepant quantity take-offs. Compared with the previous cohort, students demonstrated improved performance, particularly in competency-oriented assessment and practical learning activities. The study offers a practical framework and empirical evidence for competency-oriented reform in quantity surveying education.
Jiaqi Song· Journal of Artificial Intell...· 0 citations
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