Critical Factors for Effective BIM-Enabled Education: An Adaptive Structuration Theory Perspective

Abstract

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.

Keywords

• BIM
• building information modeling
• adaptive structuration theory
• construction education
• BIM-enabled learning
• AEC/FM