Abstract
ABSTRACT This study addresses the challenge of preparing architecture, construction management, and quantity surveying students for this evolving information technology landscape by evaluating the impact of Building Information Modelling (BIM) on students’ critical thinking abilities. The research employed an observational cohort comparison study. Students completed a design project in 2022 using the traditional design process and in 2023 using the BIM process. Criticality is assessed through the lenses of critical reasoning, action, and self-reflection, comparing the levels demonstrated by both cohorts. The findings reveal that the 2023 cohort exhibited significantly higher levels of criticality than the 2022 cohort did. This heightened criticality is attributed to increased communication, exposure to diverse perspectives, and the application of higher-order thinking skills facilitated by the BIM environment. These findings underscore the imperative of built environment education to adapt to the digital age by integrating BIM as a transformative tool that nurtures critical thinking skills among students.
Published Version
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