Implementing Adaptive Instructional Strategies for Inclusive BIM Education: Graduate-Level Case Study

Abstract

Graduate-level building information modeling (BIM) courses often enroll students with widely varying technical skills and professional backgrounds, presenting challenges to educators in implementing equitable and effective instruction. This case study describes the development and implementation of an adaptive instructional method for a graduate BIM course that supports diverse student needs through inclusive teaching strategies grounded in educational best practices. Using Bloom’s taxonomy and evidence-based instructional practices (EBIPs) such as project-based learning, peer collaboration, and scaffolded instruction, the course was structured to provide differentiated support across three learner profiles: experienced professionals, midcareer practitioners, and full-time students. Instructional adaptations were refined throughout the semester based on learner feedback and the aggregate quality of the deidentified course artifacts. The important lessons learned highlight structured flexibility, ongoing formative assessments, and differentiated project-based approaches to support diverse learners. Incorporating an adaptable curriculum into EBIPs may enhance the inclusivity and replicability of BIM. All analyses used deidentified aggregate artifacts produced as part of normal coursework, and no research-specific data collection was undertaken.