ABSTRACT
Building information modelling (BIM) was introduced to the architecture, engineering, construction, and operation industry over the last two decades with a promise of significant improvement for the future of the industry. BIM has been included in higher education, inviting a range of teaching opportunities and challenges. This chapter provides an overview of teaching and learning approaches employed by pioneer universities to address pedagogical challenges in BIM education. More than 101 articles on BIM education are identified, and 20 of them provide critical reviews of teaching and learning frameworks, pedagogies, and curricula on BIM education. An investigation of the BIM education stage, taxonomy employed, and pedagogical approach is conducted. This study reveals the need for structured pedagogical strategies in BIM education with consideration of a multidisciplinary audience with technical and non-technical competencies. Refining university BIM education is key to make teaching and learning applicable to an evolving digital engineering world. A summary of the main findings suggests the establishment of BIM principles from a single introductory subject through multiple subjects in the course programme. The frequency of adopting project-based learning activities in BIM subjects results in benefits and brings flexibility to BIM education frameworks.
