Written by When I look back at my own transition from university into the world of work, one of my reflections is not what I knew, but what I didn’t. I left with a strong theoretical foundation, confident in principles, methodologies, and the lexicon of my chosen subject (economics).
But the reality of work was something else entirely. And, I don’t think I’m alone in saying this.
Take those preparing for careers in the Architecture, Engineering, Construction & Operations (AECO) sector as an example. I’ve heard graduates say projects were messier, and more constrained by time, cost, and human factors than anything they had encountered during their studies. And this wasn’t because they hadn’t studied their chosen discipline well. They were technically competent – but they weren’t necessarily prepared to apply the theory to complex, multidisciplinary environments.
They had to quickly develop skills that weren’t explicitly taught: navigating ambiguity, communicating across disciplines, understanding workflows, and using digital tools as part of an interconnected ecosystem.
In the built environment, the digital tool of choice is increasingly Building Information Modelling (BIM). But here’s a conundrum – and believe me this isn’t a criticism of the educational system – often students aren’t always being equipped to make use of this go-to tool. This in turn contributes to the problematic digital skills gaps much discussed by commentators, governments, and employers.
We’ve been looking at ways to bridge skills gaps through our BIM Realities project.
This brings together stories from across Europe, Middle East and Africa (EMEA) from Autodesk Learning Partners involved in preparing people and organisations to make the most of BIM. It showcases initiatives which have been designed to support players from the AECO ecosystem at different stages in their careers, in a range of countries at varying levels of in digital maturity.
Authenticity – applying theory into practice
Universities and training providers are embedding real-world scenarios into learning, exposing individuals to the kinds of challenges they will actually face on projects. Whether it’s integrating site-based data into digital models, fostering collaboration across geographically dispersed teams, or aligning BIM workflows with sustainability outcomes, they reinforce the importance of authenticity in the learning experience.
The story from Sifa Ari from Ari Education in Cyprus talks about how the use of BIM is voluntary in Cyprus; no government mandate or standards yet exist. Without hands-on training, there’s a risk BIM simply stays theoretical – universities and training providers are working together to turn the theory into practice.
I’m struck by what Sifa says about how universities shouldn’t just teach BIM software, but also integrate it into design thinking and project management. There’s a need for them to prepare students for the realities of modern construction.
At the European University of Lefke, she ran a seminar which attracted more than 100 students and young professionals, evidence of a growing appetite to learn. Their most common questions? How BIM will affect their careers, which tools to start with, and whether it’s relevant in Cyprus.
Her answer is always the same: “BIM is shaping global construction. Early adopters get ahead — and Cyprus cannot afford to be left behind.”
Making learning click!
I’ve heard again and again how early exposure to BIM can make the difference between a traditional role and a career that embraces innovation, collaboration, and digital workflows.
The first engagement with BIM can inspire and shape careers. Structured learning opportunities help those early in their careers gain confidence alongside competence. From hands-on experiences and immersive tools, to supportive mentors, peer collaboration, and access to industry-recognised certifications can help make “learning click”.
I have observed first-hand how vocational programmes, universities, and learning partners play a pivotal role in this journey. For me, effective initiatives combine technical instruction with opportunities to apply skills in real-world or simulated projects, helping learners understand not only how to use BIM software but also how to work collaboratively, communicate digitally, and contribute to integrated project delivery.
By introducing learners to digital design early, Modena Design Centres in South Africa, is helping bridge the gap between education and industry. I like hearing about how it is equipping the next generation of engineers, designers, and technicians with the skills and confidence to thrive.
As Karin Smith, Group Marketing Manager at Modena puts it:
“Early engagement with digital tools like CAD and Revit allows learners to visualise, model and problem-solve in ways that mirror real industry environments. This not only accelerates their technical proficiency but also instils the mindset needed for effective participation in BIM processes.”
Through teacher training, student development, and university partnerships, Modena is helping to create a pipeline of talent ready to meet South Africa’s evolving digital needs.
Closing skills and gender gaps
Across the region, construction is one of the least gender-diverse sectors, with women only representing around 9% of the workforce. Yet, we continue to talk about skills shortages as if the two issues aren’t connected.
Programmes like the Build4Skills initiative in Kenya are so important in addressing these two inter-connected issues. The programme, designed by HiCAD Africa, is delivered in partnership with Autodesk and GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit) has successfully equipped young women with industry-relevant digital skills.
HiCAD identified a significant gap between current educational practices and AECO sector’s growing demand for advanced technical skills, especially in design and drafting software. By combining practical training in Autodesk Revit and Civil 3D, with certification and work experience, the programme bridges the gap between traditional education and the evolving demands of the construction and engineering industries.
Ruchika Gajjar from HiCAD said: “The Build4Skills programme has been transformative in equipping young women with critical digital skills for the AEC industry. By integrating practical training with industry-standard software and real-world experience, we are not only preparing students for the workforce but also upskilling TVET trainers to ensure sustainable knowledge transfer.
“This initiative is creating a new generation of highly skilled professionals—both men and women—who are ready to meet industry demands and drive innovation in the sector.”
Not one solution – and not just one learning intervention
The BIM Realities report shows how there’s not just one solution to solving the digital skills challenge – and, most definitely, responsibility doesn’t just sit with one party. Competition-based learning, project-based collaboration, audience-specific initiatives and partnerships between industry and education have been shown to work.
Programmes that combine project-based learning, certification, and exposure to real-world workflows – such as training from Autodesk Learning Partners, skills competitions, and TVET partnerships – allow learners to experience complexity before they are fully accountable for it. They’re able to build competence and confidence wherever people are on their career journey. They excite and inspire.
The digital future for the AECO sector depends not just on what people know, but on how quickly they can apply, adapt, and collaborate in real-world contexts. Arguably that applies beyond the sector too.
By bringing industry and education closer together, by embedding reality into learning, and by using BIM as a bridge, we can equip the workforce with the capabilities they truly need to thrive.
Tomas Karlsson is the head of global services at KnowledgePoint. This means he oversees the management, growth and delivery of learning and partner networks for organisations such as Autodesk. He and his team provide operational support, recruit and enable global networks of training providers, and assure high quality delivery and learner experiences.