# 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
**Results:** The study shows the ability of BIM to allow interdisciplinary collaboration in different areas and improve communication. However, there were pedagogical limitations regarding interoperability between software products. The study focuses on how interdisciplinary PBL improves BIM learning and not on evaluating integration methods for the curricula. [PERSON], [PERSON], [PERSON], [PERSON], [PERSON] (2018) [48] compare three schools in different countries that had used BIM actively for several years; the objective is to seek synergy between them to demonstrate the lack of inter-institutional coordination and strengthen the connection between institutional education and the practical needs of the industry. * **Method:** This study uses a case study to compare the methods and perceptions of three countries: UK, Australia, and China. The cases are conducted with representatives of the main universities in their home country who had been actively implementing BIM in recent years and were interested in carrying out BIM pedagogical research. It includes teaching content and the evaluation methods of each of the institutions to see how the pedagogical approach affects students' perceptions. * **Results:** This study is interesting because it explains the different methods applied in each university and offers a subsequent comparison of the students' perceptions, taking into account demographic and pedagogical differences. The authors show the differences in results between the three institutions and highlight the need for a closer connection between educators and institutions to establish a more solid joint vision. This study could serve as an example for universities that are in the implementation process. [PERSON], [PERSON], [PERSON] (2018) [54] analyze BIM integration in two study programs (Civil and Structural Engineering and Energy and Interior Environment in Buildings) where students take an introductory course to familiarize themselves with collaborative and technological work in the industry. * **Method:** The introductory course of 10 ECTS takes place in the first semester, and the analysis method is based on data collected from a questionnaire and a course evaluation aiming to determine the knowledge and skills acquired. * **Results:** The authors highlight, from the students' perception, the importance of collaborative work. The results of BIM integration are shown in an introductory course and, although they are satisfactory, this study is not focused on analyzing the integration methods or protocols. [PERSON], [PERSON] (2018) [38] present an interdisciplinary research project that involves students of Architecture, Construction, and Mechanical Engineering integrating virtual and augmented reality technologies with BIM. It focuses on experiential learning and the importance of interdisciplinary collaboration. * **Method:** The project consists of a control group and two experimental out of three independent courses in all disciplines of Architecture, Construction, and Mechanical Engineering taught within their home departments with instructors from specific disciplines. Pre- and post-surveys are conducted to assess collaborative learning and post-surveys are conducted with students to assess satisfaction with the courses. * **Results:** Collaborative learning that involves cross-domain and interdisciplinary interactions can be challenging to implement, but with the right guidance and tools, they improve collaborative learning in areas where team interaction is essential. The study is focused on using AR-VR in interdisciplinary teams: it does not perform an analysis of BIM implementation methods/protocols in the curricula. [PERSON] (2016) [39] describes a PBL course carried out since 2010 and in continuous improvement where students acquire BIM knowledge. * **Method:** Instructors add new content each course through their research in the field. The course, unlike those in previous years, is oriented toward methodology and toward understanding BIM as management processes and not only a technology.