# A Systematic Review of Current Strategies and Methods for BIM Implementation in the Academic Field
## 3 Results
### Study Content: Objective, Developed Method and Results Obtained
The focus is not the software. The study shows in detail the organization of the course (industry conferences, case studies, theory, and practical sessions) and educational methods (learning objectives, rubrics, and assessments). An evaluation based on rubrics and surveys is carried out at the end of each laboratory for students and teachers. * **Results:** The participation of the industry, the PBL and the relationship between research and continuous teaching improvement are important points to consider for the improvement of BIM learning. Focusing the implementation of BIM processes and not on knowledge of the software can be helpful for other institutions in the process of BIM implementation. [PERSON], [PERSON], [PERSON], [PERSON] (2018) [53] carry out a comparison of BIM use in industry in Slovakia and Croatia and subsequently compare the BIM delivery of two universities, one Slovak and the other Croatian. * **Method:** They carry out an initial theoretical analysis of conducted surveys and explain in detail the differences found in the teaching of BIM in both universities, taking into account the differences that exist in industry in each country. * **Results:** Slovakia is at a very early stage of BIM adoption; they have improved BIM teaching in education, but the knowledge is still more theoretical than practical. Zagreb only offers one course, so there is a lack of integration across more courses, and there is a lack of knowledge about coordination, interoperability, and conflict detection. As a starting point, the previous comparison between the industries of both countries is interesting in the later comparison of the academic results from the two universities. However, the study does not deepen its comparison of the integration methodologies between both universities. \begin{table}
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Table 5: Cont. [PERSON], [PERSON], [PERSON] (2019)[40] find that including BIM in the graphic department was important but not sufficient. The authors design an implementation plan in the curriculum focused on buildings with territorial development. * **Method:** Several versions of the implementation design were developed, a curriculum map was created, and instructors from other areas were included in discussions so that the faculty could help in the development of new BIM classes. Templates were also created for other subjects, and laboratory hours were offered. The updates to the implementation plan were analyzed through surveys. * **Results:** Students improved visualization skills, among other competencies. However, there were difficulties in integration. Graphics subjects did not have sufficient credits, and extracurricular courses could not be included in the curriculum. Teachers in different areas did not want this type of integration in their subjects due to a lack of time and because they were not familiar with the different technologies, so students were allowed to decide whether to use these technologies or not. The study emphasizes the need for collaboration and proposes solutions to the common difficulties experienced in this type of integration in the curricula. It can offer support to other institutions. [PERSON], [PERSON] (2016)[41] present a modification of the curriculum to include BIM in Construction Science and Management. They also explain in detail the laboratory course, what it looked like without BIM and what it looks like, since 2015, with BIM. * **Method:** The integration is addressed through three courses. The first is fundamental BIM concepts in the 3 rd year; subsequently, students carry out a laboratory exercise including Mechanical, Electrical, and Plumbing Systems (MEP); and finally, students must use BIM in their final project. Students' perception is evaluated through surveys and assessments. * **Results:** Most students feel that BIM is a positive part of the course, that problems lead to learning, and that knowledge of BIM and MEP systems are necessary skills in their profession.