Exploring BIM Implementation in Architectural, Engineering and Construction (AEC) Education in Uganda
Abstract
Building Information Modelling (BIM) is increasingly recognised as a transformative technology in the global construction industry. While developed nations have advanced in integrating BIM into practice and higher education curricula, BIM adoption in Africa, particularly Uganda, remains limited. This study explored the extent of BIM implementation in Architectural, Engineering and Construction (AEC) education in Uganda. Using a cross-sectional survey design, data were collected from 372 respondents, including 31 academic staff (purposively sampled) and 341 students (randomly sampled) across three universities. Questionnaires and interviews were used to collect data, while Pearson’s correlation coefficient was applied in the analysis. Findings revealed that BIM adoption in AEC education is still in its infancy, with limited curriculum integration and reliance on BIM primarily for 3D modelling rather than collaborative functions. Barriers included high software licensing costs, insufficient infrastructure, inadequate faculty training, and curriculum gaps. Correlation results indicated a 22.5% association between adoption and barriers, and a stronger 47.3% correlation between adoption and strategies. Strategies such as experiential project-based learning, vertical integration pedagogy, and Green BIM models were identified but remain underutilised. The study concludes that while awareness of BIM exists, full pedagogical and institutional adoption is constrained by systemic challenges. It recommends targeted investment in infrastructure, curriculum reforms, faculty capacity building, and stronger institutional support to accelerate BIM integration in Uganda’s AEC education
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