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 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.
Larissa de Quadros Bianchini, Matheus Gourlart Mena Barreto, E. Rossi et al.· Journal of 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
This community service program aims to improve the Building Information Modeling (BIM) competencies of vocational teachers and students at SMKN 1 Lubuk Pakam and to support the integration of BIM into vocational building design education. The program was implemented through demonstrations, hands-on training, and curriculum integration assistance. A total of 16 participants, consisting of teachers and students from the Building Modeling and Information Design program, took part in the activities. Data were collected using a BIM knowledge test, a perception questionnaire, a teacher readiness questionnaire, and a practical assessment rubric for BIM modeling skills. Descriptive statistics were used to summarize the data, while changes in participants' BIM knowledge were analyzed using the Wilcoxon signed-rank test. The results showed that the mean BIM knowledge score increased from 17.62 on the pre-test to 19.88 on the post-test. This improvement was statistically significant (p = 0.039), with a moderate effect size (0.65). Participants' perceptions of BIM also improved, with the mean score increasing from 3.44 to 4.09 and the proportion of responses in the high category rising from 51.3% to 90.0%. Teachers' readiness to integrate BIM into classroom instruction increased substantially, with the mean score rising from 2.00 to 4.36 and the proportion of high-category responses increasing from 13.9% to 94.0%. In addition, participants successfully applied fundamental BIM workflows and produced simple digital building models. These findings indicate that the program effectively enhanced participants' BIM knowledge, practical competencies, and teachers' readiness to integrate BIM into vocational learning. Nevertheless, sustained mentoring and advanced training are recommended to support the development of more complex BIM competencies and long-term curriculum implementation.
Ahmad Zulfikar, Kinanti Wijaya, Sutrisno et al.· Jurnal Pengabdian UNDIKMA· 0 citations
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
Importance.
The modern construction industry places high demands on engineering university graduates for immediate integration into production processes. However, traditional forms of education often fail to account for the dynamics of the materials and technology markets, creating a gap between academic understanding and actual practice. Therefore, the search for and validation of new pedagogical technologies, such as course design contests, capable of effectively integrating industrial demands into the educational environment, has become urgent. The purpose of the research is to study formation mechanisms of graduates’ professional readiness to work in the construction industry using the example of competitive design.
Research Methods.
The study is based on an analysis of the experience of the Moscow State University of Civil Engineering (MGSU) in the implementation of industry-specific course design competitions, held jointly with leading manufacturer-employers. The study utilizes a comprehensive methodological framework, including a pedagogical research approach: developing a fourstage algorithm (problem formulation, design, defense, and reflection) and an empirical data collection method (anonymous student surveys).
Results and Discussion.
Course design contests have a positive impact on the professional competencies of future engineers. A participant survey revealed that the most significant results were achieved in the areas of learning modern building materials (4.7 points) and mastering specialized software (4.5 points). The results confirmed that the competitive format is an effective career launchpad for students: 85 % of respondents were able to supplement their portfolios with real-life case studies, and 40 % received internship invitations or job offers directly following their defense.
Conclusion.
Transforming coursework into a competitive activity allows for closer alignment of the educational process with the needs of the construction industry. The experience of Moscow State University of Civil Engineering demonstrates that close interaction with employers during the training process helps graduates adapt more quickly to real-life production conditions and increase their employment prospects.
I. Giyasova, N. Gunina· Tambov University Review Ser...· 0 citations
Architectural education has undergone a profound transformation due to the rapid expansion of digital learning technologies, particularly following the COVID-19 pandemic, which imposed alternative instructional models across applied disciplines. Architectural design studios represent one of the most affected educational environments, as they fundamentally rely on direct interaction, sensory evaluation, and collaborative design practices.
This study aims to assess the effectiveness of distance learning and e-learning models in architectural design studios at Qassim University and to critically analyze the associated pedagogical and technical challenges. Furthermore, it explores potential strategies to enhance these models in order to sustain the development of students’ design competencies. A mixed-methods approach was employed, incorporating a systematic literature review, a case study, an electronic survey administered to students and faculty members, semi-structured interviews, and institutional document analysis.
The findings reveal a significant mismatch between the requirements of architectural design studio pedagogy and the capabilities of general-purpose digital platforms. Key challenges include reduced face-to-face interaction, difficulties in evaluating physical models, and limitations in representing spatial and sensory dimensions within virtual environments. Conversely, the study identifies notable opportunities related to digital skill acquisition, expanded academic collaboration, and the emergence of more flexible hybrid learning models.
The study concludes that e-learning cannot serve as a complete substitute for traditional studio-based education in architecture but rather functions as a complementary pedagogical tool that requires a fundamental reconfiguration of both technical and instructional frameworks. A hybrid learning model integrating advanced interactive technologies, innovative assessment mechanisms, and continuous professional development for educators is proposed to enhance the quality and sustainability of architectural design education.
Khaled Nasser Barashed· Journal of Science & Technol...· 0 citations