Purpose: Building information modelling (BIM) is an innovative, collaborative process underpinned by digital technologies introduced to improve project performance in the architecture, engineering and construction (AEC). Growth in industry demands has necessitated BIM inclusion into the higher education (HE) curricula as both a pedagogic and practical objective to prepare and develop aspiring built environment (BE) professionals with the required competence for contemporary practice. However, comprehension of BIM concepts and subsequent development of the skill set required for its application remains overwhelming for students. In mitigating this challenge, adopting appropriate learner-centred strategies has been advocated. Problem-based learning (PBL) is becoming a widespread strategy to address concerns associated with authentic practices.Design/methodology/approach: This paper evaluates the impact of the PBL strategy on students' accelerated learning of BIM based on a case study of 53 undergraduate students in a BIM module. The network analysis and centrality measures were employed in understudying the most applicable BIM skills.Findings: From the analyses, PBL benefits students' knowledge acquisition (cognitive and affective) of BIM concept and development of transferable skills (academic and disciplinary), equipping them with capabilities to become BIM competent and workplace ready for the AEC industry.Originality/value: The BIM pedagogy evolves, and new skillsets emerge. Analytical, communications and collaboration skills remain sacrosanct to delivering BIM modules. These skills mentioned above are essential in getting undergraduate students ready to apply BIM in the AEC sector.

Purpose: In developing countries, adoption of building information modelling (BIM) concept within the architecture, engineering and construction (AEC) curricula in universities is a relatively new effort, and subsequently, studies on the status of BIM implementation in universities are rare. This study, therefore, becomes imperative with a view to identifying and examining the barriers to the incorporation of BIM into quantity surveying (QS) undergraduate curriculum in Nigerian universities. Design/methodology/approach: The study adopted a questionnaire survey, which was targeted at the academia and students from two selected universities offering QS honours degree programme. Data collected were analysed using mean score, Mann–Whitney test and factor analysis. Findings: The study identified 30 barriers, and the analysis of the ranking revealed that 17 (out of 30) identified barriers were considered as the most serious barriers. The study, through factor analysis, grouped the 30 identified barriers into six major factors. Practical implications: The findings provide greater insights and empirical evidence on the major barriers to implementation of BIM education in developing countries. Originality/value: The identified barriers are relevant not only to QS education but also to other related disciplines within the AEC context. These findings would be of great value to academic staff and university management board to develop strategies for incorporating BIM into AEC disciplines curricula in developing countries at large.

Purpose: Building information modeling (BIM) inclusion in education pedagogy is crucial in preparing skilled graduates for employment in the construction industry. Against this backdrop, studies on BIM education abound in architecture, engineering and construction (AEC) programmes in higher education institutions (HEIs). However, there are limited empirical studies on BIM potentials in the quantity surveying (QS) profession in HEIs, particularly in developing countries. The purpose of this study is to identify and assess the BIM drivers and benefits as important to the QS profession using an empirical approach. Design/methodology/approach: A comprehensive literature review was conducted to identify the BIM drivers and benefits in relation to the QS profession, which was used to design a questionnaire. To capture a broad perception, a questionnaire survey was carried out which targeted the academia and final year undergraduate students from two selected universities offering QS honour degree programmes in Nigeria. Data collected were analysed using mean score, standard deviation and Mann–Whitney test. Findings: The study identified 12 BIM drivers in relation to the QS profession and the analysis of the ranking revealed that almost all the identified BIM drivers are considered by respondents as important. The study further identified 14 BIM benefits and the analysis of the ranking indicated that all the identified BIM benefits are considered as important. The results of the Mann–Whitney test indicated a slight statistically significant difference, particularly in one of the selected universities on the ranking of the BIM drivers and benefits as important to the QS profession. Practical implication: The findings of the study provide empirical evidence on the current perceptions of the drivers and benefits of BIM to QS academia and students as they explore the concept for the advancement of QS profession. Originality/value: This study would provide practical insights to use BIM for QS practice. Also, this study would contribute to improving the QS graduates and professional quantity surveyors understanding of the BIM knowledge applicable to QS profession.

Purpose: The changing role of quantity surveyors in the new paradigm of sustainable construction requires studies into new competencies and skills for the profession. The impact of sustainable construction on quantity surveying services, engagement and how they manage challenges provided an indication of the success indicators of the quantity surveying profession in meeting the sustainable construction needs.Design/methodology/approach: A five-point Likert scale was developed from the list of quantity surveying firms in Singapore. An 85% response rate from 60 quantity surveying firms contacted in this study provided 51 responses. Descriptive statistics and factor analysis were employed to evaluate the findings.Findings: The factor analysis categorised the drivers derived from the literature into awareness of sustainable construction, adversarial role on green costing; carbon cost planning; valuing a sustainable property; common knowledge of sustainable construction; and lack of experience in sustainable construction.Social implications: The research findings supported the idea of increased sustainable construction skills in quantity surveying education, research and training.Originality/value: The dearth of quantity surveyors with sustainable construction experience must focus on quantity surveying professional bodies and higher education. The quantity surveying profession needs reskilling in green costing and carbon cost planning to meet the needs of sustainable construction.

Existing literature has shown that Virtual Reality (VR) is widely utilized in advanced economies to enhance sustainable construction practices. However, its adoption in developing economies remains limited. To this end, this study aims at exploring the potential benefits of implementing VR technology in a developing country. The study collected information on the beneficial aspects of VR from previous research and conducted questionnaire surveys to gather relevant insights from construction project experts in Nigeria. The collected data were analyzed using the Measurement of Alternatives and Ranking According to the Compromise Solution (MARCOS) method and Exploratory Factor Analysis (EFA). The MARCOS method revealed that the key potential benefits of VR include improved communication and collaboration, enhanced project performance, risk identification, digitalization, and safety planning. Furthermore, the study conducted an in-depth investigation of the beneficial areas of VR using EFA, which identified six component groups: pre-contract stage planning, post-contract stage planning, quality control and sustainability, design flexibility and reputation, resource management, and risk management and digitalization. The study provides a comprehensive discussion of the advantages of implementing virtual building methods in developing countries.