Educational systems of the 21st century require agility and flexibility for construction graduates to have the skills, knowledge, and abilities required for effective performance in the construction industry, especially with the global digitalization of the industry. With reference to adaptive structuration theory (AST) as a theoretical lens and a survey research design, this research examined the relationship between building information modeling (BIM) as an advanced information technology and educators’ attitudes toward implementing BIM for construction education to prepare local graduates for global relevance and employment. Data collected were analyzed using Statistical Package for the Social Sciences (SPSS Ver 25). The findings of the study showed that group internal system, structure of BIM, and task and organizational environment play important roles in implementing BIM for construction education in the architecture, engineering, construction, and facilities management (AEC/FM) disciplines. It was recommended that policymakers, academics, and curriculum developers pay attention to these factors for rapid development in the realm of BIM education. The development of a robust BIM education framework that considers these factors should also be studied.

This research explores the practical feasibility and effectiveness of BIM-enabled education in teaching the topic of project cash flows to construction management students. Using a participatory action research methodology, a BIM-enabled cash flow exercise was developed, carried out and refined in a construction investment course to simulate integrated practice. The results of the implementation demonstrate that BIM-enabled education can promote and infuse both BIM collaboration and professional practice experiences within an architecture, engineering, construction, and facilities management (AEC-FM) curriculum. Additionally, the teaching practice and method in this intervention demonstrate the capability to accommodate all levels of knowledge in Bloom's taxonomy which is a standard requirement for educational module design. This study recommends that BIM-enabled education be embraced and explored by faculties in AEC-FM courses to improve teaching and learning of construction management concepts.

Introducing advanced information technologies (AITs) such as a BIM-enabled learningBIM-enabled learning environment (BLE) into architectural, engineering, construction, and facility management (AEC/FMAEC/FM) education might be an indirect but effective means of eradicating poverty and ensuring upward socioeconomic mobility for people all over the world, as the UN rightly recognizes in their mandate. In this study, we focus on a data collection tool to investigate the current state of the art of BIM for construction educationConstruction education among academics in an emerging economy (Nigeria). In the same framework, we strive to understand their perspectives, the benefits of BIM for construction educationConstruction education, and its perceived limitations. This preliminary study will assist us to later identify and compare structural features in these contexts to those in Europe and then assess the outcomes and repercussions of the proposed BLE in a developing economy like Nigeria. Using qualitative survey research design and analyzing with the aid of NVivo, nine themes emerged from the preliminary findings, viz., advantages, beyond present area, BIM in teaching, BIM in BIM-enabled learningBIM-enabled learning, constraints, general views about BIM in Nigeria, stakeholderStakeholders attitudes, and teaching method. These suggest that the designed data collection tool is sufficient in eliciting information from the population that is associated with BIM-enabled learningBIM-enabled learning among academics in emerging economies which would help in meeting the fourth goal (Quality Education) of the UN’s Sustainable DevelopmentSustainable developments Goal (SDG) plan.

Digitalization of the AEC-FM industry has resulted in the reassessment of knowledge, knowledge management, teaching and learning, workflows and networks, roles, and relevance. Consequently, new approaches to teaching and learning to meet the demands of new jobs and abilities, new channels of communication, and a new awareness are required. Building Information Modelling (BIM) offers opportunities to address some of the current challenges through BIM-enabled education and training. This research defines the requisite characteristics of a BIM-enabled Learning Environment (BLE)—a web-based platform that facilitates BIM-enabled education and training—in order to develop a prototype version of the BLE. Using a mixed-methods research design and an Adaptive Structuration Theory (AST) perspective for interpreting the findings, 33 features and 5 distinct intentions behind those features were identified. These findings are valuable in taking forward the development of the BLE as they suggest a BLE requires the integration of functions from three existing types of information technology application (virtual learning environments, virtual collaboration platforms, and BIM applications). This study will inform the design of a web-based BLE for enhanced AEC-FM education and training, and it also provides a starting point for researchers to apply AST to evaluate the use of a BLE in different educational and training contexts.

Digitalization is driving changes in the architecture, engineering, construction and real estate (AEC+ RE) industry and a central feature of this digital transformation is Building Information Modelling (BIM) which refers to the integrated digital representation of all building-related information. A BIM-enabled Learning Environment (BLE) aimed at creating an experiential learning space and offering opportunities for immersive and integrated learning on the basis of real project data has been conceptualised in earlier research. This research addresses the need to design educational interventions using the BLE. On the basis of document analysis and lecturer observation, the current and proposed approaches to teaching project risk management are described and compared in terms of their activities, learning objectives, feedback and assessment strategies and contextual factors. The new approach is intended to leverage BIM in order to engage students in a learning activity that closely corresponds to industry project reality and ways of working. It also presents challenges in terms of ensuring adequate acquisition of theoretical knowledge and finding sufficient time for students to grasp the complexities of a realistic, industry project environment.

The evaluation of engineering education interventions is important to gauge their impact and whether they achieve their intended objectives. Building Information Modelling (BIM) educational interventions are increasingly common at universities globally and their implementation is often accompanied by ad hoc evaluation practices and sometimes little evaluation at all. The aim of this study was to investigate existing evaluation practices among engineering educators, in particular technology mediated interventions and determine an appropriate evaluation methodology for BIM for Construction Education (BfCE) pilot initiatives. Academic articles and educational (non-research) guidance literature were reviewed to identify existing evaluation models. In addition, reported cases of BfCE were reviewed to identify specific approaches that have been applied to evaluate such initiatives. The study found that the use of evaluation models in engineering education is low. In addition, little evidence of the use of evaluation models in relation to BIM education interventions was found indicating a need to increase awareness among engineering educators on the importance of evaluation in promoting engineering education. An evaluation framework was derived to support engineering educators to more effectively evaluate their BfCE interventions.

Digitalisation of the construction industry is both driving changes in construction education to meet emerging industry needs and providing opportunities for new delivery approaches. Universities are responding to these challenges in diverse ways including in their use of Building Information Modelling for construction education (BfCE). This research is aimed at understanding the existing approaches to BfCE. A systematic literature review of BfCE in universities was carried out which identified 305 relevant articles including 44 specific cases of BfCE. These were qualitatively analysed and a Straussian Theory Model (STM) was adopted to understand the different BfCE approaches reported in the literature, the contextual and intervening conditions which give rise to them and their consequences in order to develop a conceptual framework which sets out the relationships between these and the digitalisation of the construction industry. This study provides construction educators with a descriptive typology that depicts all possible BfCE approaches and which could assist them in determining suitable approaches and to conceptualise new approaches for teaching students to use Building Information Modelling (BIM) and also for leveraging BIM to enhance their teaching of other topics.

Construction sites have been identified as one of the most hazardous places to work due to high level of health and safety risks.Information on health and safety is therefore required to educate the participants on how to achieve safe working environment.This study therefore examined and analysed level of knowledge and compliance with information on health and safety and the effects on the safety of construction workers in Nigeria.Findings from the study revealed that the workers have average knowledge of health and safety information but demonstrated low level of compliance.The result also established a very strong positive correlation between compliance of health and safety information and safety of workers.However, when the significance of the correlation was tested, the result implied that though there was a positive relationship between compliance and safety of workers, the relationship was not significant.Practically, this meant that compliance alone cannot substantially guarantee workers safety.

Purpose BIM education for construction professionals has tended to lag industry developments. This investigation initiates doctoral research into the use of BIM for construction education. The purpose of this study is to gain an understanding of existing examples of BIM education, their characteristics, the challenges faced in their implementation and any clear trends to focus the doctoral research effort. Design/Methodology/Approach A systematic search of peer-reviewed BIM education literature was carried out. From the articles captured, 51 specific cases of BIM education were identified and analysed. Findings Most cases are from the USA with a more global spread from 2013. A tendency towards interdisciplinary collaboration was apparent though single discipline courses remain important. BIM software in education is dominated by Autodesk products. Most cases were found to be BIM-focused with few examples of BIM-enabled education. This was consistent with the most significant BIM education challenges that were found to relate to the skill levels of students, time and the availability of technical support. Research Limitations/Implications This is an initial study. It is based on only 51 cases of BIM education, which were partially described in peer reviewed conference and journal papers available in international databases. Practical Implications The investigation has shed some light on existing examples of BIM education and these are useful in designing BIM education initiatives as well as directing further research efforts. Originality/Value The study offers an original perspective on global BIM education. It also represents the commencement of doctoral research.

Value engineering (VE) is a structured team-oriented problem solving approach that can be applied throughout the lifecycle of a building project. However, the methodology is rarely applied in mechanical and electrical services (M&E) installations in buildings because clients are not aware of the potential benefits of adopting VE and different members of design team lack the requisite knowledge about VE methodology. As a result, a great deal of unnecessary cost is created due to the increasingly complex nature of M&E services in buildings leading to cost overruns and unhappy clients. The purpose of this study is to investigate the level of adoption of VE methodology in the design and installations of M&E services in buildings in Malaysian construction industry. The research method adopted is questionnaire survey to industry practitioners and inferential statistics was adopted for data analysis. Findings from the study show that, VE is not well appreciated in the industry and there is no structured approach adopted for its adoption for the procurement of mechanical and electrical services. Practitioners are of the opinion that implementation of VE could lead to: significant capital and life cycle cost savings in buildings generally; alignment of stakeholders and construction process improvement; improved client satisfaction, and shared understanding among key participants. An implementation framework was developed which emphasised on the need for early involvement of consultants and collaboration between the downstream supply chain for effective implementation of VE methodology on mechanical and electrical services.