Despite the envisaged benefits of BIM adoption for SMEs, BIM in SMEs has remained an underrepresented area within the available academic literature. This study proposes and draws upon a framework grounded on innovation diffusion theory (IDT) to provide an illuminating insight into the current state of BIM and the main barriers to BIM adoption within Australian SMEs. Based on analyses of 135 questionnaires completed by SMEs through partial least squares structural equation modelling (PLS-SEM) and grounded on the proposed framework, the current state of BIM adoption and barriers to BIM adoption for SMEs are discussed. The findings show that currently around 42% of Australian SMEs use BIM in Level 1 and Level 2 with only around 5% have tried Level 3. It comes to light that lack of knowledge within SMEs and across the construction supply chain is not a major barrier for Australian SMEs. In essence, the main barriers stem from the risks associated with an uncertain return on investment (ROI) for BIM as perceived by key players in SMEs. The findings also show the validity of the framework proposed for explaining BIM adoption in Australian SMEs.

Over the past decade, the architecture and construction (AC) industries have been evolving from traditional practices into more current, interdisciplinary and technology integrated methods. Complex and intricate digital technologies and mobile computing such as simulation, computational design and immersive technologies, have been exploited for different purposes such as reducing cost and time, improving design and enhancing overall project efficiency. Immersive technologies and augmented reality (AR), in particular, have proven to be extremely beneficial in this field. However, the application and usage of these technologies and devices in higher education teaching and learning environments are yet to be fully explored and still scarce. More importantly, there is still a significant gap in developing pedagogies and teaching methods that embrace the usage of such technologies in the AC curricula. This study, therefore, aims to critically analyse the current state-of-the-art and present the developed and improved AR approaches in teaching and learning methods of AC, addressing the identified gap in the extant literature, while developing transformational frameworks to link the gaps to their future research agenda. The conducted analysis incorporates the critical role of the AR implications on the AC students’ skillsets, pedagogical philosophies in AC curricula, techno-educational aspects and content domains in the design and implementation of AR environments for AC learning. The outcomes of this comprehensive study prepare trainers, instructors, and the future generation of AC workers for the rapid advancements in this industry.