국내 BIM 교육의 고도화 전략을 위한 융합형 BIM 교육 플랫폼 연구 -국내·외 사례 비교를 중심으로-

Abstract

First Author. Professor, Architecture Dept., Sunmoon University (Background and Purpose) Building Information Modeling (BIM) has emerged as a core technology in the digital transformation of the Architecture, Engineering, and Construction (AEC) industry, offering integration across the entire building lifecycle. Especially notable for its strengths in integrating design and construction as well as supporting information-based decision-making, BIM is increasingly gaining importance not only in the construction industry but also in higher education. However, current BIM education in South Korean universities remains largely limited to tool-based, practice-oriented instruction, showing constraints in fostering practical relevance and creative design thinking. Accordingly, the purpose of this study is to diagnose the current status and challenges of BIM education in Korea and to propose a strategic BIM education platform tailored to the Korean context through comparative analysis of advanced practices in major overseas countries such as the United States, Europe, and Australia. (Method) This study was conducted based on literature review and comparative analysis. It examined the development trajectory and structural issues of BIM education in Korea from its initial introduction to the present. Furthermore, it analyzed educational goals, curriculum structures, teaching methods, collaborative environments, industry-academia linkages, and policy integration in leading universities and national strategies from the United States, Europe, and Australia. Based on this analysis, the study derived feasible strategies and implementation plans for improving BIM education in Korea. (Results) The findings indicate that Korean BIM education faces various limitations, including insufficient integration with formal curricula, a lack of diversity in teaching and learning methods, inadequate multidisciplinary collaboration environments, low practical applicability, weak evaluation systems, and disparities in faculty competence. In contrast, the United States emphasizes project-based learning in collaboration with industry; Europe adopts design studio-based BIM education that balances creativity and technology; and Australia strengthens practical relevance and integration through policy-linked BIM education strategies based on the Construction 4.0 framework. These international cases highlight the importance of structured educational frameworks and collaboration-oriented pedagogies. (Conclusions) In response to the findings, this study proposes five core strategies for advancing BIM education in Korea: (1) Systematic integration and phased implementation of BIM curricula; (2) Innovation in pedagogy and enhancement of learning outcome assessment systems; (3) Establishment of collaborative, multidisciplinary learning environments; (4) Reinforcement of practice-based industry collaboration; and (5) Institutional support and reinforcement of educational infrastructure. These strategies are integrated into a three-phase convergent BIM education platform (basic advanced–practical), enabling students to progressively build BIM competencies and acquire digital design and collaboration skills at a professional level. By presenting a practical roadmap for institutionalizing BIM education and establishing a supportive educational culture, this study is expected to contribute to the digital transformation of architectural education and the cultivation of practice-ready professionals in Korea.