Incorporating BIM into the upper-division curriculum of construction engineering and management

Liyuan Wang, Meiping Huang, Xiaohua Zhang, Xueyuan Yan, Ruoyu Jin, Dariusz Wanatowski, Ali Cheshmehzangi, Navpreet Chohan

Research output: Journal PublicationArticlepeer-review

2 Citations (Scopus)


This pedagogical study aimed to demonstrate an updated Building Information Modelling (BIM) educational activity in CEM (i.e., construction engineering and management) students’ final semester project. It investigated students’ perceptions of BIM and the project. Student feedback provided insights for linking education to practice, for example, what caused differences between manual estimates and BIM-generated quantity take-off. Four different project deliverable options demonstrated how educational theories could be embedded in BIM education. The novelty of this study lies in two aspects: firstly, this pedagogical research views the CEM education at the curriculum level by linking earlier years’ core CEM courses into the final project work; secondly, by designing four different options of BIM-related deliverables, subgroup analyses test how different factors, such as teamwork verse individual work, and BIM application level, could affect students’ learning outcomes. The current study also led to more future explorations in research-informed teaching in the CEM curriculum.

Original languageEnglish
JournalEuropean Journal of Engineering Education
Early online date19 Aug 2022
Publication statusPublished Online - 19 Aug 2022


  • BIM education
  • Building information modeling (BIM)
  • construction engineering and management
  • digital construction
  • research-informed teaching
  • teaching and learning

ASJC Scopus subject areas

  • Education
  • General Engineering


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