# A Systematic Review of Current Strategies and Methods for BIM Implementation in the Academic Field
###### Abstract  
Since the international governmental institutions required and/or recommended (according to the regulations of each country and continent) all public works to be certified in the BIM (Building Information Modeling) methodology, public and private institutions and universities have sought to integrate BIM into their production and educational processes. This requires the university academic environment to focus its efforts on training students in this methodology, as they will need to apply it in any future work activities related to architecture and construction. This article seeks to analyze which methods are being used by higher education institutions around the world to integrate BIM implementation in AEC (architecture, engineering, and construction) degrees and to determine if a set of regulatory guidelines exists that could serve as a common foundation for institutions to improve this integration process. To this end, a systematic literature review was carried out on WOS and SCOPUS by applying the PRISMA statement methodology. Inclusion and exclusion criteria were selected based on keywords, abstracts, and full content of the articles. In the end, 23 articles were thoroughly studied, the integration and evaluation methods analyzed, and results obtained. The analysis shows a consensus on the need to develop common academic guidelines across university centers that define a strategy for curriculum modifications and teaching and learning strategies. Finally, future lines of research are identified. education development; BIM implementation; AEC; construction; systematic review +
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Denmark, and Finland are also world leaders in BIM adoption. They launched universal guidelines for the industry with the aim of establishing a standard in the European Union, and their development has had worldwide interest. They also invest heavily in research and development [5]. Other countries such as Singapore, Australia, Brazil, and China have also promoted initiatives, standards, and strategies to effectively implement BIM. Finally, we can consider that the European Parliament and Council Directives 2014/23/EU and 2014/24/EU of 26 February 2014 on public procurement established the need to use electronic systems in procurement processes for works, services, and supplies, as of September 2018 [10; 11]. Therefore, the construction industry is showing an increasing interest in BIM, and the gradual acceptance of BIM is generating employment and opportunities for experts in this methodology [12; 13; 14; 15]. BIM integration in companies means that new pedagogical strategies must be introduced into curricula to adequately train students and future members of the professional sector [16; 17; 18]. In other words, for future professionals to be competitive in BIM methodology, universities must be able to train their students today. For this reason, higher education institutions, as generators and promoters of knowledge [19], need to implement BIM in their curricula now. Curricula have one objective, which is to provide students with the necessary competencies for their future professional work. It is necessary for institutions to train students such that they achieve the knowledge and skills necessary to meet the requirements of the construction industry. The incorporation of BIM in architecture, engineering, and construction (AEC) degrees should not change this objective or its content, but rather it should change the teaching/learning methodology [20]. The American Society of Architects (AIA) identified BIM as a \"catalyst to rethink architectural education\" [21; 22]. Reflection is needed on how to strengthen the link between academic activities and subsequent professional practice and between institutional education and the practical requirements of the industry [23]. As previously mentioned, BIM processes in industry are based on collaboration and standardization.