BIM-integrated framework in support of operation and maintenance management of educational buildings: a case study from developing countries

Abstract

Introduction.  For decades, operation and maintenance has been the longest, most costly, and most resource-intensive phase of a project, especially in developing countries where traditional practices are still in place, which include a lack of modern resource management technologies and a reliance on antiquated operating systems that use a lot of energy. Educational projects like schools and universities require effective operation and maintenance processes due to their continuous public usage and importance for community development. However, traditional facility management in developing countries like Iraq is characterized by fragmented information flows, insufficient preventative maintenance, and poor asset data management. Through the use of organized data, visualization, and links to computerized maintenance management systems (CMMS), Building Information Modeling (BIM) has shown potential for improving operation and maintenance practices. Materials and Methods.  This paper proposes a Building Information Modeling-Facility Management )BIM-FM( workflow framework within the context of educational infrastructure in developing countries. Adopting a case study approach, the study analyzes the existing FM process in a typical school in Kut city, central Iraq, highlights obstacles, and develops a BIM-FM workflow that integrates Construction Operations Building information exchange (COBie), digital work orders, and preventive maintenance planning. The findings demonstrate that the BIM-enabled FM framework improves data availability and stakeholder collaboration, while also revealing limitations such as high implementation costs, lack of skilled labor, and insufficient digital infrastructure. The study proposes a novel methodology that can be applied to public educational facilities in resource-constrained environments, laying the groundwork for sustainable school management practices.   Conclusion.  The study argues that a BIM-FM workflow during the operational phase of educational buildings in developing countries can enhance operational efficiency and asset dependability; nevertheless, its implementation is hindered by challenges including a shortage of qualified staff, a lack of BIM standards and high early expenses for operations and maintenance. Notwithstanding these limitations, the framework provides a structured approach for incorporating BIM into FM to increase the sustainability of educational infrastructure. Future research should expand the scope to include several schools and analyze the long-term cost-benefit implications.