Building Information Modelling (BIM) Acceptance and Learning Experiences in Undergraduate Construction Education: A Technology Acceptance Model (TAM) Perspective—An Australian Case Study
Alireza Ahankoob, Behzad Abbasnejad, Guillermo Aranda‐Mena
Abstract
The architecture, engineering, and construction (AEC) industry is experiencing significant digital transformation, creating a critical need to understand how future professionals perceive and accept emerging technologies. This study applies the Technology Acceptance Model (TAM) to investigate undergraduate construction students’ perceptions of Building Information Modelling (BIM) and examines how these factors influence their views on BIM applications. Using an exploratory mixed-methods approach, we analysed 773 responses from students at an Australian university across AEC disciplines, with 607 providing substantive qualitative feedback. Qualitative thematic analysis provided rich contextual understanding of student perspectives, while quantitative analysis revealed pattern frequencies across disciplines. Findings showed that perceived usefulness (PU) (37.7%) and attitude toward using (ATU) (68.4%) dominated student responses, while perceived ease of use (PEOU) (6.9%) received less attention. Productivity benefits (15.3%) and increased accuracy (7.9%) emerged as primary usefulness drivers. Disciplinary differences were significant, with Civil Engineering students emphasising design validation aspects and Construction Management students focusing on project delivery benefits of BIM. Notably, students exhibited sophisticated ambivalence, recognising BIM’s professional value while expressing concerns regarding the steep learning curve, especially when its adoption is coupled with the integration of emerging technologies such as artificial intelligence. This study contributes to the existing knowledge by: (1) documenting the current state of student perceptions in BIM education; and (2) revealing the complex interplay between technological enthusiasm and socio-professional concerns across both educational and industry settings. These findings provide evidence-based guidance for developing BIM curricula that address both socio-technical competencies and student perceptions, helping bridge the gap between educational outcomes and students’ understanding of industry requirements.