In this digital age, the way buildings are designed, documented, and constructed has been transformed by Building Information Modeling (BIM). This innovative technology has revolutionized the traditional practices of the construction industry on a global scale. As BIM continues to gain popularity, AEC managers are increasingly utilizing it to improve their project development and operational management strategies. BIM involves creating detailed information models that are used throughout the entire lifespan of a building or infrastructure asset. To keep up with this changing landscape and maximize the potential benefits of BIM in the AEC industry, universities worldwide are actively working towards integrating BIM in the Education Curriculum.
This involves developing the necessary pedagogical methods and frameworks to fully incorporate BIM principles and make it an integral part of the curriculum.
Governments and the AEC industry worldwide have placed a great emphasis on utilizing BIM in their projects, recognizing the numerous benefits it provides. As a result, educational institutions have incorporated BIM into their curricula to ensure that new graduates are equipped with the necessary skills and knowledge to keep up with advancements in the field and meet the demands of AEC companies.
The rapid advancement of information technology necessitates a fresh outlook rooted in global standards, particularly within the field of architecture. This approach prioritizes ingenuity and is heavily influenced by technological advancements.
Table of Contents
This blog explores the importance of BIM in the Education Curriculum of Technical Universities around the world.
A Global Summary of BIM in the Education Curriculum by NATSPEC
Currently, various nations are at different points in the process of integrating BIM into their education curriculum. Scholars and experts have dedicated much time and effort to establishing guidelines for successfully implementing BIM.
NATSPEC (National Specification System) is the preferred choice for major building professionals and has been endorsed by government departments, contractors, consultants, and architects. In January 2014, they released a report outlining the state of BIM education in various countries and regions around the world. This report has been regularly updated and reissued every year since
The 2024 NATSPEC report includes a thorough overview of the current state of BIM education worldwide, as well as its development in different countries. The Canadian market is also highlighted in particular detail.
The report discusses BIM maturity levels in different countries, noting that Canada stands out for its engagement with BIM through initiatives like the “factory in campus” model and BIM competitions. While there is a growing number of BIM-trained professionals, it is not evenly distributed and may be reaching saturation in some areas.
The NATSPEC report highlights the need for BIM education in TESs globally, but few recent publications have specifically addressed the AECO industry’s needs in this area.
Ultimately, collaboration and practical applications are necessary for advancing BIM education and practices, as highlighted by the 2024 NATSPEC report.
Critical Factors for Effective BIM-Enabled Education
In this rapidly evolving world, the education systems of the 21st century must equip construction graduates with the necessary skills, knowledge, and abilities to excel in the constantly changing construction industry, particularly with the widespread digitalization of the field.
As new technology, like BIM, continues to advance, architects must reconsider their approach and techniques in designing. BIM plays a vital role in promoting creativity and critical thinking among students and in the educational process.
The implementation of BIM in construction education for disciplines such as architecture, engineering, construction, and facilities management is influenced by factors like group internal systems, BIM structures, and task and organizational environments.
Policymakers, academics, and curriculum developers need to take these factors into account to facilitate rapid growth in BIM education. Furthermore, research on a comprehensive BIM education framework that considers these factors should be conducted.
BIM Needs in Tertiary Educational Institutions –
Tertiary education, sometimes referred to as third-stage or post-secondary education, is the level of education that follows secondary education. In AECO departments, this higher education level must incorporate BIM into their curricula to meet industry requirements.
TEIs should integrate BIM into core courses and expand their curricula to offer a spectrum of BIM learning opportunities through different modes of collaboration. Additionally, setting up multidisciplinary schools and educational institutions dedicated to BIM can further facilitate learning and collaboration between industry and academia.
Identifying Skillsets Essential to BIM Education –
Various professionals in the AECO industry require specific expertise and abilities related to BIM. As future specialists in this field, AECO students must undergo training to develop these crucial competencies.
It includes various technical, operational, functional, implementation, administrative, support, managerial, and R&D aspects to become future BIM specialists.
This includes developing competencies in modelling, drafting, design collaboration, project management, and change management.
Framework for BIM education –
A BIM educational framework is a structured set of standards or goals that outlines the necessary BIM knowledge for AECO students to acquire during their higher education studies to become proficient in BIM upon graduation.
In recent times, there have been numerous research studies conducted on delivering effective educational frameworks to enhance BIM education within Tertiary Education Systems (TESs).
In this section, we will provide an overview of the techniques and AECO applications that have been targeted by BIM educationalists in their efforts to create these frameworks. The subsequent subcategories will be discussed in detail below.
Learning about BIM through Course Experimentation –
Educationalists and researchers are incorporating BIM into AECO department courses. They use various methods, themes, and collaborations to assess its benefits and improve curricula.
Recent literature focuses on planning, designing, testing, and evaluating BIM courses. Specific methods, concepts, and discipline-specific applications are described below.
Strategies to overcome BIM Educational Challenges –
Strategy is necessary to overcome difficulties in integrating BIM into AECO departments. This includes policy barriers, technology problems, and process issues. Efforts have been made to resolve these challenges by global BIM educationalists and researchers.
Current Education Curriculum of BIM around the World
BIM education programs globally aim to provide students with extensive competencies in digital construction and project management.
The curriculum typically includes fundamental BIM concepts, 3D modelling techniques, clash detection methods, and a thorough understanding of the project lifecycle.
More advanced courses may cover topics such as interoperability, data management, and sustainability in the context of construction. Hands-on experience with popular BIM software like Revit, Navisworks, and Solibri is prioritized, along with collaborative projects that mimic real-life situations.
Following are a few countries and their implementation of BIM in their curriculum:
United States –
There are 118 universities accredited by the NCARB to offer undergraduate, graduate, and doctoral programs in Architecture, with a focus on BIM. Some schools, like Georgia Tech and Montana State, offer direct Autodesk Revit coursework.
Others, such as the University of Miami and Purdue University, provide master’s degrees in BIM Management and Computer Graphics Technology.
Many community-based colleges also offer BIM courses, but not for an accredited degree in Architecture required for licensure in the US. Research programs are available at universities like Georgia Tech and Texas A&M for advanced degree candidates. Online bachelor’s degree programs are also becoming more prevalent.
Australia –
There are 43 universities and several vocational training institutions in Australia that offer BIM education. Other organizations such as buildingSMART Australasia and South Metropolitan TAFE also provide BIM courses, including online assessments.
Most universities incorporate BIM into their curriculum at various levels (6-9) as defined by the Australian Qualification Level framework, and short courses are available for various professions like design, engineering, construction, and project management.
Canada –
The number of Canadian colleges and universities offering BIM programs has increased in recent years, with both undergraduate and graduate options in Engineering and Architecture.
Private initiatives also offer online and in-person training on various BIM topics, while construction associations have launched their programs.
The buildingSMART Canada and Canada BIM Council Education Committee aims to support the development of BIM education in Canada and ensure it remains relevant to industry needs.
The Canadian Practice Manual for BIM was launched in 2017 and is used to develop Module 6 of the Learning Outcome Framework. It reflects both international best practices and the use of BIM in Canada, providing a comprehensive guide for industry professionals.
United Kingdom –
In 2013, the BIM Academic Forum released a publication titled “Embedding building information modelling (BIM) within the taught curriculum.” This was followed by another report in 2015, which discussed the current state of BIM education in UK higher education and the challenges associated with it.
The report revealed that BIM is now being implemented in various levels of higher education; however, the approach is inconsistent and lacks a standardized framework.
In recent years, several master’s degree programs have been created specifically for BIM studies. Additionally, a few BTEC programs focusing on BIM have also emerged.
However, outside of fields related to architecture and construction, there is minimal interest in incorporating BIM into teaching across the built environment. In the most advanced areas where BIM is fully integrated into programs and modules, architecture remains significantly ahead of all other disciplines within the built environment.
Africa –
The implementation of BIM in educational institutions across Africa has been slow. One of the main obstacles is the lack of understanding and familiarity with BIM among university professors who are often resistant to change.
The discussion around BIM in education is more prevalent in Nigeria and Ghana compared to other countries in the region. Currently, there are no dedicated courses or programs for BIM in this area, but some tertiary institutions do cover BIM topics within existing courses.
BIM is becoming a popular research topic for undergraduate and postgraduate students in these countries. Schools are also favouring BIM tools over traditional methods for training architectural and engineering students. South African institutions are leading the way in BIM education in the region.
Professionals can receive BIM training through institutions like the African Academy and BIM Institute. The non-profit organization, BIM Africa, aims to promote and regulate BIM use in the Architecture, Engineering, and Construction industry in Africa.
They offer academic and market research programs, certification and professional development opportunities, roundtable discussions, #BIMTalks with global experts, and a Student Advocacy Program for tertiary students in Africa.
Conclusion
Incorporating BIM into the curriculum of technical universities is crucial to developing the future generation of AEC professionals. By teaching students the necessary technical skills, collaborative abilities, and practical experience required in the industry, universities can ensure their graduates are equipped to tackle the demands of the ever-evolving construction world.
As technology and industry practices related to BIM continue to evolve, technical universities must remain adaptable and forward-looking.
This requires continuously updating their curriculum to incorporate the latest advancements. By fostering collaboration with the industry and providing comprehensive education, universities can have a significant impact on promoting the adoption of BIM and shaping the future of the AEC field.