Advancing BIM competency: Transforming Architectural Technology education

1 Information Technology foundations
2 The challenge: teaching BIM as strategy, not software
3 Defining the BIM-ready graduate
4 The Architectural Technology BIM Competency Framework
5 From education to empowerment
6 A call to action
7 Related articles on Designing Buildings

[edit] Information Technology foundations

Information Management (IM) and Building Information Modelling (BIM) has evolved far beyond software tools — it now underpins collaboration, compliance, and accountability in the built environment.

Yet IM & BIM education remains inconsistent across Architectural Technology programmes. This article summarises doctoral research that identifies key gaps, defines the attributes of a BIM-ready graduate, and introduces the Architectural Technology BIM Competency Framework — a roadmap to align academia and industry.

[edit] The challenge: teaching BIM as strategy, not software

Over the past decade, the architecture, engineering, and construction (AEC) industry has undergone a digital revolution. Clients demand smarter buildings, governments require data-driven compliance through the Building Safety Act and the Golden Thread, and the path to net zero depends on managing information efficiently across a building’s lifecycle.

Despite this, BIM is still taught in many universities as a software skill, often confined to a single module. My doctoral research examined Architectural Technology programmes across the UK and Ireland and surveyed educators, practitioners, and recent graduates. The findings revealed an urgent need for reform through four findings. One, BIM is treated as an add-on rather than embedded across curricula. Two, teaching methods vary widely, producing inconsistent graduate competencies. Three, many academics lack formal BIM training, limiting effective delivery. And finally, no subject-specific BIM competency framework exists for Architectural Technologists.

The result? Graduates who can model in 3D, but struggle to collaborate, manage data, or comply with ISO 19650 — the real core of Information Management.

[edit] Defining the BIM-ready graduate

Through consultations, case studies, and a national CIAT member survey, a consistent expectation emerged from employers: BIM-ready graduates should possess both technical proficiency and digital fluency.

A BIM-ready Architectural Technologist should be able to:

Operate confidently within a Common Data Environment (CDE).
Apply ISO 19650 principles across project stages.
Collaborate seamlessly across disciplines.
Understand the legal, ethical, and sustainability implications of information management.
Contribute to the Golden Thread of building information from design through operation.

These are not specialist add-ons — they are fundamental skills for 21st Century practice. Yet, too often, they are missing from current education models. As one industry respondent noted: “We don’t need people who can just draw in 3D. We need people who can think in data.”

[edit] The Architectural Technology BIM Competency Framework

To bridge this gap, my research produced the Architectural Technology BIM Competency Framework; a validated, flexible structure comprising 21 competencies across two core dimensions:

Knowledge – understanding theory, standards, and digital processes.
Application – demonstrating BIM in practice through real-world tasks.

Unlike generic BIM frameworks, this model was designed specifically for Architectural Technology. It aligns with the QAA Subject Benchmark Statement, QQI Standards, and CIAT accreditation criteria, ensuring national and professional relevance.

Crucially, it’s not prescriptive. Instead, it provides a flexible roadmap that can be tailored to fit different course structures and specialisms. Whether embedded in design studios, technical documentation, or professional practice modules, it encourages consistent and meaningful integration.

[edit] From education to empowerment

This research extends beyond academia. The framework supports three key audiences:

Educators: A practical structure to embed BIM learning outcomes without overwhelming existing curricula.
Practitioners: A benchmark for CPD, helping professionals assess and expand their digital competencies.
Industry: A means to ensure graduates are truly workplace-ready, able to collaborate effectively in digital project environments.

Ultimately, the framework aims to create a more connected ecosystem — one where education and practice reinforce each other, and where Architectural Technologists are positioned as the digital leaders of tomorrow.

[edit] A call to action

The Building Safety Act and the UK’s sustainability agenda demand digital competence as a professional standard, not an elective skill. Architectural Technology must respond.

We need to move from teaching tools to developing digital thinkers, shift from isolated modules to interdisciplinary collaboration, and replace short-term training with embedded learning and reflection.

The Architectural Technology BIM Competency Framework is not the end of the conversation — it is the foundation for continuous improvement and dialogue between educators, professionals, and institutions. As the sector embraces digital transformation, it’s time to ensure our graduates can do more than operate technology — they must lead with it.

BIM represents a fundamental evolution in professional practice. It is the language of collaboration, compliance, and sustainable delivery.

If Architectural Technologists are to remain at the forefront of innovation, our universities and professional bodies must help the next generation master and apply it with confidence.

This article appears in the AT Journal issue 156 Winter 2025 as "Advancing BIM competency: Transforming Architectural Technology education" and was written by Dr Dai Evans BSc (Hons) MSc EngD MCIAT.

--CIAT