## 1 Introduction
Different reports focused to a greater or lesser extent on industry needs show a growing interest in BIM implementation in university education [7; 8; 9; 10; 11; 12; 13; 14; 15]. Currently, there is a clear interest in BIM implementation in Europe that has been motivated by the implementation of directives established by the Council of the European Union and European Parliament (Directive 2014/24/EU). From the results of [PERSON] and [PERSON]'s study [16], it can be deduced that BIM training requires long-term vision, leadership, and cooperation in the academic environment. In their study, they employed a feedback mechanism to capture student experiences with respect to their BIMLOs, access to facilities, and the effectiveness of guided autonomous learning through internet video tutorials, and they advised other institutions to consider this approach to achieve multidisciplinary integration of BIM in their curriculum. In Spain, different universities are developing implementation systems in their curricula for degrees in construction engineering and architecture [17; 18; 19; 20] and in industrial engineering [21; 22; 23; 24]. Forty-seven percent of engineering schools are currently incorporatingBIM training programs into their undergraduate and postgraduate degrees, representing 12% of all training programs in architecture, civil engineering, industrial engineering, and building/technical architecture [25]. Mainly at the Polytechnic University of Madrid, the school of architecture offers a specialization course in continuing education concerning the BIM methodology that is part of a master's degree in construction and facility management, with the objective of training professionals in the application of the BIM; it covers all lifecycles of a building from project to work execution and exploitation, including the BIM software (Navisworks, ArchiCAD, Allplan and AECOsim) training and information management needs in multitasking. Concerning civil engineering, the Polytechnic University offers a smart construction/BIM unit within the project management field that allows students to exchange and interconnect with international work based in BIM; namely, the unit addresses the management of BIM models and interference detection in follow-up work, monitoring, implementation and workflows [26]. At the University of Lisbon, in the integrated master's degree in civil engineering, an initiation to the BIM concept and practice is introduced during the bachelor's cycle in the computer-aided drawing unit, but at this early stage, only the generation of the architectural and structural components of a BIM model (Revit) is taught. In addition, the department offers short courses in continuous training and workshops for students within a forum setting. Numerous MSc theses using the BIM methodology have been developed over the past 10 years on a wide range of topics [27]. Different authors have promoted a collaborative environment for introducing BIM into undergraduate and postgraduate courses, with some success [12; 18; 19; 28; 29; 30]. However, most documented cases of the academic implementation of BIM focus primarily on the implementation strategy [29], the tools in use [30], or the industry's perception of this implementation in the university setting [31; 32; 33; 34; 35; 36; 37; 38; 39], with relatively few studies on students' perceptions of this implementation [40; 41; 42; 43; 44]. The present study analyses the implementation of BIM within a collaborative learning methodology for curriculum subjects at an industrial engineering school. The research is mainly focused on student perceptions while using BIM to develop an industrial technology project.