Integrating BIM concepts in academic education: the design of rural buildings and landscapes

Building Information Modeling (BIM) concepts are permeating the approach to the design of buildings and landscapes for the architectural, engineering, and construction sectors. Recent regulations require that even medium–small-size public works are managed through BIM-driven design. These circumstances have led to an increase in research on the topic. The expansion of the demand of BIM-skilled professionals urges higher education institutions to re-engineer their design programs. The aim of this paper is to evaluate this academic education transition in the Department of Agricultural Sciences at the University of Sassari, Italy. The method consists of a BIM academic education assessment framework based on ten criteria clustered into three macro-issues. The application of this framework to the assessment of three diploma final theses signals that some actions have been undertaken (i.e., introducing BIM basic concepts in rural building and landscape design, stimulating interest in students, clarifying the dimensions of BIM, and promoting the concept of 3D object design and management), but still, much work must be carried out. The work confirms typical barriers to the implementation of BIM concepts in the core curriculum and the need to mobilize the whole educational ecosystem to achieve satisfactory progress toward effective innovation in contemporary BIM-led design teaching. This work represents the first attempt to evaluate the progress of the Department of Agricultural Sciences, University of Sassari, toward the integration of BIM concepts in its courses and to position this transition in an international panorama.