# A Systematic Review of Current Strategies and Methods for BIM Implementation in the Academic Field
## 3 Results
### Type of Interventions  
This section attempts to answer the first research question: what processes or strategies are being undertaken to implement BIM in AEC degree curricula worldwide? To search for results, it was important to classify the publications by type of intervention and thus draw comparisons and identify similarities. As seen in Table 3, the classification was made considering 4 types of intervention: (A) academic guides, (B) review of curricula, (C) design of own plan/protocol, and (D) incorporation in a course/project/activity. These are detailed below:  
Figure 2: Number of published documents per year of publication.  
* (A) Academic guides: academic guides are written for students and/or faculty to support the BIM learning process in EGA subjects and/or others.
* (B) Curriculum revision: the curriculum or part of it has been revised and/or modified for better BIM integration.
* (C) Design of plan/protocol: an own plan/protocol for BIM implementation has been designed directly linked to the educational system of the center.
* (D) Incorporation in a course/project/activity: BIM teaching has been introduced in a compulsory or optional subject, in a transversal project or in a specific activity (competition, external course, and so on).  
All purely theoretical studies and those without real interventions were discarded because the aim of this review is to evaluate the procedures and results of the proposals rather than to raise the need for such integration.  
\begin{table}
\begin{tabular}{l l l l} \hline \hline
**Doc.** & **Research Country** & **Doc.** & **Journal/Conference** \\ \hline
[37, 38, 39, 40, 41] & EEUU & [42] & Acta Polytechnica Hungarica \\ \hline
[43, 44, 45] & China & [46] & Applied Sciences (Switzerland) \\ \hline
[47, 48, 49] & United Kingdom & [47] & Architectural Engineering and Design Management \\ \hline
[30] & Canada & [38, 40, 50] & ASE Annual Conference and Exposition, Conference Proceedings \\ \hline
[51] & Poland & [23] & Australasian Journal of Engineering Education \\ \hline
[52] & Emirates & [30] & Canadian Journal of Civil Engineering \\ \hline
[53] & Croatia & [43, 48] & Engineering, Construction and Architectural Management \\ \hline
[54] & Norway & [53, 55] & ICETA 2018—16 th IEEE International Conference on Emerging eLearning Technologies and Applications, Proceedings \\ \hline
[50] & Mexico & [45] & International Journal of Engineering Education \\ \hline
[46] & Spain & [54] & International Journal of Sustainable Development and Planning \\ \hline
[56] & Brazil & [56] & Journal of Civil Engineering Education \\ \hline
[55] & Slovakia & [49] & Journal of Engineering, Design and Technology \\ \hline
[57] & Turkey & [39, 41] & Journal of Information Technology in Construction \\ \hline
[23] & Australia & [44] & KSCE Journal of Civil Engineering \\ \hline
[42] & Russia & [57] & MEGARON/Yildiz Technical University, Faculty of Architecture E-Journal \\ \hline  & & [37] & Proceedings, Annual Conference—Canadian Society for Civil Engineering \\ \cline{3-5}  & & [52] & Universal Access in the Information Society \\ \cline{3-5}  & & [51] & World Transactions on Engineering and Technology Education \\ \hline \multicolumn{2}{c}{(a)} & & (b) \\ \hline \hline \end{tabular}
\end{table}
Table 2: Researcher affiliation and publication’s journal/conference.  
In the results, it can be observed that most of the works deal with interventions related to the incorporation of the methodology in a specific project or activity within a course. By contrast, it can be observed that only 4 of the publications propose the complete revision of the curriculum, and only 1 proposes the realization or modification of the syllabus to help in the integration process.