Jul 2026· Journal of Artificial Intelligence and Information· 0 citations· 19 references
TL;DR
The DCMCF is proposed, which integrates BIM 5D, Project-Based Learning (PBL), and competency-oriented assessment into quantity surveying education and offers a practical framework and empirical evidence for competency-oriented reform in quantity surveying education.
Abstract
The digital transformation of the construction industry has created growing demand for quantity surveyors with competencies in Building Information Modelling (BIM) and digital cost management. However, traditional quantity surveying education remains largely focused on theoretical instruction and software-oriented training, limiting students' ability to apply digital technologies in authentic engineering practice. This study proposes the Digital Cost Management Competency Framework (DCMCF), which integrates BIM 5D, Project-Based Learning (PBL), and competency-oriented assessment into quantity surveying education. A mixed-methods case study was conducted using two cohorts of students enrolled in an Engineering Quantity Measurement and Valuation course at a public higher vocational institution in China. Quantitative data were collected from students' academic performance, while qualitative evidence was obtained through classroom observations, project deliverables, and teaching reflections. Evaluation results indicated that students demonstrated a more comprehensive grasp of BIM operations and digital literacy. The PBL approach also led to more active peer discussions and tactical problem-solving when students were confronted with discrepant quantity take-offs. Compared with the previous cohort, students demonstrated improved performance, particularly in competency-oriented assessment and practical learning activities. The study offers a practical framework and empirical evidence for competency-oriented reform in quantity surveying education.
In the era of Education 5.0, Building Information Modelling (BIM) has become a vital digital competency for future-ready construction professionals. However, many Quantity Surveying (QS) students enter higher education with limited exposure to BIM, creating a gap between academic preparation and industry expectations. This study investigates the attitudes of QS students, encompassing their readiness, as well as the perceived benefits and barriers to learning BIM tools within a tertiary education context. A structured questionnaire was distributed to QS students enrolled in a BIM-integrated course at Universiti Teknologi MARA, yielding 163 valid responses. Data were analysed using descriptive statistics and the Relative Importance Index (RII) ranking methods. The results reveal that, while most students had limited prior exposure, they expressed strong enthusiasm for learning BIM. Students valued BIM’s visualization capacity, its role in enhancing understanding of construction processes, and its contribution to collaborative learning. They also recognized BIM as an essential enabler for employability and long-term career development. At the same time, challenges such as hardware limitations, steep learning curves, and time constraints emerged as significant barriers. These findings highlight the importance of institutional support, adequate resources, and scaffolded teaching strategies. Overall, the study demonstrates BIM’s potential to empower QS students with digital competency, professional confidence, and career readiness, aligning with Education 5.0. It provides practical strategies for educators to bridge the gap between digital technologies and student capability.
N. A. A. Ismail, Hazwani Ramli, Noor Syafiqah Mohd Sabri et al.· International Journal of Res...· 0 citations
The growing digitalization of the architecture, engineering, and construction (AEC) industry has increased the demand for graduates with strong BIM-related competencies, yet many undergraduate programs—particularly in emerging economies—still approach BIM in a fragmented and software-centered way. This study reports the development and implementation of a structured educational strategy for integrating building information modeling (BIM) into the civil engineering curriculum of a Brazilian public university. The intervention followed a four-phase process: (1) assessment of institutional BIM maturity using a customized 16-indicator matrix, which classified the program at the initial level (
MI
=
37.5
%
); (2) curriculum mapping across 66 courses, revealing that 56.1% had potential for BIM integration; (3) pilot implementation in four core courses using project-based and team-based learning; and (4) creation of a long-term institutional roadmap aligned with national policies such as the Brazilian BIM Strategy. Survey results from 43 students indicated moderate to high satisfaction with the learning experience (mean scores between 3.84 and 4.35 on a 1–5 scale) and modest perceived gains in BIM conceptual understanding. Iterative refinements addressed gaps in digital literacy, assessment design, and faculty alignment. The proposed roadmap offers a replicable, evidence-based, and context-sensitive approach for institutions—particularly those in emerging-economy contexts, including but not limited to Latin America—seeking to scale BIM integration in engineering education.
Larissa de Quadros Bianchini, Matheus Gourlart Mena Barreto, E. Rossi et al.· Journal of Civil Engineering...· 0 citations
Abstract This article analyzes the implications of using Building Information Modeling (BIM) in budgeting education in Architecture, Engineering, and Construction (AEC) programs. Based on a Systematic Literature Review (SLR) conducted in two stages, 15 dissertations and 12 national articles were identified and analyzed from the CAPES Theses and Dissertations Catalog and the CAPES Periodicals Portal, published between 2016 and 2025, with the support of the Artificial Intelligence tool NotebookLM®. The results indicate that BIM, especially in its 5D dimension, helps reduce the abstraction involved in the budgeting process, supports students' understanding of how design decisions impact costs, and fosters competencies such as collaborative work and systems thinking. Teaching experiences at institutions such as UFSC and UFC were identified, with results indicating relevant pedagogical benefits alongside challenges related to software learning curves, prior modeling quality, and institutional infrastructure. It is concluded that integrating BIM into budgeting education cannot be achieved in isolation; it requires curriculum integration, faculty training, and the development of teaching methodologies specifically designed for this purpose.
Valéria da Silva Mendonça, Julia Soldera Ribeiro, Fábio Kellermann Schramm· Ambiente Construído· 0 citations
With the deepening of global digital transformation and the advancement of China's "Digital Yunnan" strategy, digital competence has become a core competency for information engineering students to adapt to industrial upgrading and national development needs. This study focuses on the digital competence development of information engineering students in higher education institutions in Yunnan Province, aiming to address the gaps in current research on regional specificity, infrastructure adaptation, and curriculum optimization. Through a systematic literature review, theoretical framework construction, and research design, this paper clarifies the research background, core questions, and methodological paths. The research adopts a mixed-methods approach, including questionnaire surveys, focus group discussions, and quasi-experimental design, to investigate the current status of digital competence among students from four representative universities in Yunnan, develop a targeted training program, and evaluate its effectiveness. The theoretical framework integrates five dimensions: Digital Awareness, Digital Knowledge, Digital Skills, Digital Security, and Digital Ethics, providing a localized research paradigm for engineering education digital competence cultivation. The research findings are expected to enrich the disciplinary differentiation research of digital competence theory and provide practical guidance for optimizing digital talent training in underdeveloped western regions.
Yang Zhan, Prachuab Tongsri, Chakrit Ponathong· INTERNATIONAL JOURNAL OF SOC...· 0 citations
The rapid advancement of digital technology in education necessitates effective management of digital learning infrastructure to support the enhancement of teachers’ professional competence. In practice, however, the management of digital learning infrastructure in schools has not been fully optimized, particularly in planning, organizing, utilization, and evaluation and supervision, resulting in underutilized digital facilities. This study aims to analyze the management of digital learning infrastructure in improving teachers’ professional competence. This research employed a qualitative approach with a descriptive design and was conducted in an elementary school. The research subjects included the principal, teachers, and educational staff. Data were obtained from primary and secondary sources through in-depth interviews, observations, and documentation. Interview guidelines and observation sheets were used as research instruments. Data validity was ensured through source and technique triangulation, while data analysis involved data reduction, data display, and conclusion drawing. The findings reveal that planning was carried out participatively based on teachers’ needs. The organization of digital infrastructure involved clear task distribution, defined responsibilities, and collaborative coordination. Utilization of digital learning infrastructure supported pedagogical innovation and diverse instructional methods. Evaluation and supervision were conducted through continuous feedback and a coaching-oriented approach. Overall, effective management of digital learning infrastructure significantly contributes to enhancing teachers’ professional competence, highlighting the need for sustainable and integrated management practices in schools.
Alia Wulandari, Sofwan Adiputra, Arman Arman et al.· Ensiklopedia Jurnal Pendidik...· 0 citations
Engineering Economics is a core course for the Engineering Cost major in application-oriented undergraduate universities, yet traditional teaching often suffers from a theory-practice gap, low student participation, and polarized academic performance. Guided by Outcomes-Based Education (OBE), this study developed a three-in-one project-driven teaching model integrating modular theory, whole-process project practice, and diversified assessment. Theoretical content was reorganized into four application modules within a closed-loop ``lecture-practice-assessment'' process. A real local project---the renovation of an unfinished building into affordable rental housing in Zhaoqing City---served as the practical carrier, incorporating differentiated parameters, rotating group roles, and full-process Excel modeling. Formative assessment accounted for 40% of the total grade. The model was implemented over three semesters with 134 Engineering Cost students from the 2022--2024 cohorts at Guangdong Technology College. After the reform, the average course score increased from 70.38 to 85.65, the good and excellent rate from 31.4% to 83.9%, and the failure rate decreased from 25.5% to 3.2%. Moreover, 87.5% of students could construct dynamically linked financial models, while the classroom head-up rate in the reform class exceeded 85%, compared with approximately 50%--60% in the concurrent control class. The results demonstrate that the model effectively enhances learning outcomes and practical engineering economic analysis skills, providing a replicable approach for similar courses in application-oriented undergraduate universities, although further multi-institutional validation is needed.
Xian-Quan Cai, Xue-Jiao Zheng· Frontiers in Educational Inn...· 0 citations
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