2025/12/30 by Yoon-jeong Shin, Eunki Kang · 1 voice
Engineering · #Architecture and Computational Design #BIM and Construction Integration #Design Education and Practice
paper · pdf · doi:10.3390/buildings16010166
openalex publication_date 2025/12/30 · openalex created_date 2025/12/31 · openalex updated_date 2026/07/23
Building Information Modeling (BIM) has become a core competency in architectural practice, prompting increasing efforts to integrate BIM into design education. However, existing pedagogical approaches vary widely across institutions, regions, and curricular structures, ranging from software-focused instruction to more holistic, design-centered applications. This study presents a comprehensive review of BIM education in architecture by synthesizing trends, pedagogical models, and implementation strategies reported between 2010 and early 2025. A hybrid review design was employed by combining PRISMA-based systematic procedures with scoping and comparative analysis. Bibliometric mapping of 399 BIM education publications identified major research clusters and global trends, while an in-depth analysis of 31 architecture-focused studies revealed seven thematic categories encompassing curriculum integration, design studio pedagogy, immersive technologies, collaborative models, and algorithmic approaches. The findings show a gradual shift from tool-based training toward integrated studio environments where BIM supports design creativity, interdisciplinary coordination, and process-based learning. Persistent challenges—such as balancing technological proficiency with design thinking, adapting faculty expertise, and aligning curricula with industry expectations—continue to hinder deeper integration. Based on the synthesis, this study proposes an integrated educational framework that connects technological competence, design creativity, and collaborative cognition, offering guidance for the next stage of BIM-enabled architectural education.