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Across the architecture, engineering, construction and operations (AECO) sector, expectations of future talent are changing rapidly.

Students entering the industry today are preparing for a world shaped by sustainability pressures, digital transformation and increasing project complexity.  Employers want graduates who can do more than operate software. They want people who can collaborate effectively, think critically and contribute to measurable project outcomes from day one.

At the same time, learning needs to be aligned to rapidly evolving industry needs. And, those entering the sector are increasingly focused on their confidence to navigate the workplace and building meaningful careers.

Sitting between educators and industry, our Autodesk Learning Partners occupy a unique position within the wider skills ecosystem.  They do not simply teach tools.  They help learners to translate interest into capability and technical knowledge into job-ready skills.

For those of you who’ve read my series of articles relating to our BIM Realities project, the challenge we face will already sound familiar. Again and again, players across the ecosystem point to the same issue: students may leave education with technical awareness, but without sufficient opportunity to apply those skills in realistic collaborative and performance-driven environments.  You’ll also be familiar with some of the fantastic initiatives from Learning Partners in the region which have inspired and prepared young people for careers in the AECO sector.

Aligning education, students and industry

Students are entering education with genuine curiosity about digital design, sustainability, and the built environment.  Employers are actively seeking new talent capable of working in multidisciplinary, data-informed environments.  Educators are working within well-defined structures to deliver technical competence and foundational understanding.

However, these systems do not always connect in a way that reflects how modern projects are actually delivered.

In practice, work is not linear, disciplinary, or tool-specific.  It is iterative, collaborative, and increasingly driven by performance outcomes – energy, carbon, cost and usability.  Decisions are rarely “correct” or “incorrect”; they have to be tested, refined, and justified against project constraints.

For many students, learning can remain disconnected from this practical and professional application. Coursework may demonstrate competency in software or theory, but not necessarily the judgement, communication skills or adaptability required in practice. 

As graduates they are no longer in roles where they simply execute predefined tasks.  They are joining environments where they are expected to contribute to decisions earlier, defend their reasoning, and work with uncertainty as a normal condition of practice.

Yet much of the educational experience still evaluates outputs more than decisions.

From tool knowledge to applied judgement

There is a common misconception that proficiency with software equates to capability in practice. Tool familiarity is expected; evidence-based decision-making, adaptability and communication are differentiators.

Employers need employees who can navigate a platform or a workflow – and can also use it to improve an outcome.  They’re also looking to them to explain why a particular choice was made over an alternative.

This is particularly important in outcome-based BIM workflows, where simulation, analysis, and iteration are embedded earlier in the design process.  The likes of sustainability performance, daylight access, embodied carbon, operational efficiency are inputs to design thinking itself.  That’s why training and preparedness for the workplace needs to reinforce decision-making frameworks, as well as technical competence. 

The value of competition

Challenge-led learning creates conditions that traditional teaching environments can struggle to replicate: compressed timelines, collaborative decision-making, live feedback, and the need to balance competing priorities under pressure.  In AECO, those conditions increasingly resemble the realities of professional practice itself.

When students are asked to respond to a brief within a limited timeframe, patterns emerge very quickly.  Technical skills still matter, but so do communication, adaptability, prioritisation and judgement.  Learners begin to understand that digital workflows are not isolated technical exercises, but tools for testing ideas, evaluating impact and supporting better decisions.

By bringing students together around real-world sustainability and performance challenges, competitions like the Buildathon create opportunities to apply digital skills within contexts that feel immediate, collaborative and outcome-driven.  

Participants are not simply producing models or visualisations; they are exploring how design decisions influence outcomes and how those decisions can be justified, refined and communicated.

Competitions provide an important link between education and industry.  They create space for mentoring, exposure to professional workflows and dialogue around the capabilities the sector increasingly values – technical proficiency, and the ability to think critically, collaborate effectively and design with impact in mind.

Buildathon 2026 – get involved

The Buildathon gives students an opportunity to work on real-world challenges in a format which reflects many of the realities of modern AECO practice.  Participants work in teams, explore performance-led design thinking, and apply digital workflows in ways that connect directly to industry expectations.  Just as importantly, they learn from one another, develop confidence, and will need to articulate their decisions.

If you have a vested interest in the development of the AECO sector, I’d encourage you to support the Buildathon.  Encourage students to get involved.  Explore ways to align it to your curriculum.  Offer career opportunities to students taking part.

For more info – and to sign up student teams click here.

The Buildathon: Design for impact takes place on 18-19 August 2026.  Students gain hands-on experience of solving a real-world challenge using Autodesk tools such as Forma, Revit and Insight.  The global competition is designed to foster teamwork, creativity and data-driven decision-making.  Students develop industry-ready skills in digital design, environmental analysis and collaboration. 

Who else has done this – used a magnet to display a hard-earned certificate or badge on the refrigerator? I remember doing this for the very first time.

I was so proud. I earned my first Simborgarmärket before I started compulsory education. The badge said I had achieved something. The achievement itself might seem small to me now, but the sense of achievement I had then was enormous. And that feeling has stayed with me. It wasn’t just about swimming; it was about being recognised and validated.

These badges are used to measure progress in school-mandated swimming education and to encourage water safety, a crucial skill in Sweden with its many lakes and coastline. Swimming clubs in Sweden use these tests to reward children as they master new skills.

Whether for swimming or for a job, that test and validation is as important today as it was all those years ago.

As our BIM Realities report revealed, the real challenge is no longer access to tools or even awareness of digital processes – it is about people. It is whether the people delivering projects have the capability to use those tools effectively, consistently, and under pressure.

We know from talking to Autodesk Learning Partners that skills gaps are not abstract – they reveal themselves in project outcomes. Delays, rework, coordination issues, increased costs. Sometimes described as process failures, but in many cases they’re due to capability gaps.

This phenomenon is not unique to BIM. Pearson’s 2026 Value of IT Certification Employer Report found that 60% of organisations experienced significant business impact from skills gaps in the past year. This reflects how capability can become a direct constraint on performance.

In BIM environments, where multiple disciplines must coordinate in real time, even small gaps in knowledge can escalate. A modelling inconsistency or a misinterpretation of standards doesn’t stay contained – it ripples across the entire project.

Connecting Training to Certification

Certification plays an important role because it introduces independent validation. It helps answer a practical question: can someone apply what they know in a way that meets a defined standard?

One of the more practical insights emerging from BIM Realities is the value of connecting certification directly to training.

If training is designed with certification in mind, learners and teams can be prepared to demonstrate competence under assessment. It moves learning beyond theory and task familiarity, towards validation of practical skills used in real-world environments.

Designing training and certification as a single, connected journey means:

• Structuring learning around real tasks that reflect certification requirements
• Building in opportunities to practise under assessment-like conditions
• Using mock tests and applied projects to reinforce confidence
• Helping teams demonstrate measurable competence

My early swimming journey had a clear goal in mind. For me it was about achieving my first badge. For my family, it was about ensuring I was safe in and around water.

My grandmother was the one who championed the training and preparation for those swimming tests. She took me to those early swimming sessions and encouraged me when I complained about how difficult it felt.

In the world of BIM, that role is often played by training providers such as those in the Autodesk Learning Partner network. They are skilled at building training pathways with certification in mind.

With their preparation courses, they’re not simply delivering standalone learning. They are building capability pathways and guiding individuals and teams from foundational knowledge through to validated competence in key workflows.

For BIM, this is particularly important because competence is rarely about understanding a single tool or feature.

It is about applying knowledge in context. About coordinating with others, interpreting standards correctly, and making decisions that affect downstream project outcomes.

Certification-aligned training helps make that transition clearer. It gives learners a destination and gives organisations confidence that the learning journey is leading somewhere tangible.

One of the things I like about certification is that it recognises personal achievement. Displaying a Credly badge, in the case of Autodesk certification, is a very visible way of demonstrating competence. On platforms such as LinkedIn, that can be a powerful way to signal expertise to employers and peers.

But certification is about more than individual achievement.

At an organisational level, certification can become an indicator of how a company operates.

Pearson’s research suggests that companies embedding certification into workforce strategies are more competitive and more effective at closing skills gaps. According to the report, 93% of employers report positive ROI from certified staff, while certified employees generate approximately $18,000 in additional annual value each. Certifications are also playing a major role in workforce upskilling, with 78% of organisations using them to close skills gaps.

In practice, that shows up as fewer errors, quicker problem-solving, and greater confidence in delivery.

In the AECO sector, where organisations are competing for increasingly complex projects, validated skills are becoming more important than ever. This is especially true in regions where BIM mandates and national standards are emerging.

Take Ethiopia as an example. Its first national BIM standard was published in 2023. Since then, demand for BIM training has grown significantly across the sector. Government bodies have begun mandating BIM use on public projects, while private firms increasingly recognise the competitive advantage it offers.

“BIM awareness is no longer an issue. Today, organisations are focused on building BIM teams and seeking certification for their professionals,” says Feleke Assefa from CMI-BIM Training Center in Addis Ababa, an Authorized Learning Partner.

In Greece, the National BIM Strategy includes dedicated actions to train engineers in BIM, introduce certification schemes, and embed BIM education in university curricula. FACEtoFACE’s General Manager and Autodesk Certified Instructor Platinum, Exarchopoulos P. George, explains the wider organisational impact:

“It shows that a company is investing in its people and future. That’s highly attractive to young professionals.”

If capability directly influences project outcomes and organisational performance, then validating that capability should not be left to chance. It needs to be built into how teams are structured, how suppliers are selected, and how project delivery is assured.

Don’t Leave Skills to Chance

That first certificate I received as a child was my first step in a much longer journey. It encouraged me to keep learning, improving, and building confidence over time.

Training and certification in the AECO sector should work the same way.

I was recently exploring the study guide for the newly released Autodesk Certified Professional in BIM Management for Building Design certification. One thing stood out to me immediately.

When you complete the certification, you do not simply receive a badge. You also receive detailed feedback showing where you performed strongly and where additional learning may still be beneficial.

What does that say to me?

Skilling and certification should not be viewed as one-time achievements. They should form part of an ongoing process — a continuous investment in improving capability and demonstrating competence.

My parents and grandmother never left my safety and confidence around water to chance. And organisations should not leave workforce capability to chance either.

In a sector being rapidly transformed by technology, training and certification provide a practical framework for reducing skills gaps, strengthening confidence in delivery, and building more capable BIM teams.

Tomas Karlsson is Head of Global Services at KnowledgePoint, where he oversees the management, growth, and delivery of learning and partner networks for organisations including Autodesk. He and his team provide operational support, recruit and enable global networks of training providers, and help ensure high-quality learning delivery and learner experiences.

If you’d like to explore how your organisation can develop and validate BIM skills, the team at KnowledgePoint can connect you with an Autodesk Learning Partner in your market. With learning delivery and content aligned to certification pathways, Autodesk Learning Partners provide resources and tools designed to help businesses develop and verify BIM capability.

Why do so many capable engineering and design graduates struggle to transition smoothly into industry roles?

Across engineering and industrial design, there continues to be a gap between academic learning and real-world industry expectations. While strong theoretical foundations remain essential, many students only encounter realistic, high-pressure project environments once they enter the workplace.

Competitions like Designathon aim to help bridge that gap by giving students the opportunity to apply their knowledge through real-world challenges, collaboration and industry-standard workflows.

Over the past several years, I’ve been involved in close to 100 student competitions, and I’ve seen first-hand how these experiences can accelerate confidence, practical skills and industry readiness. They give students the opportunity to move beyond theory and apply their knowledge to meaningful design challenges in a structured and supportive environment.

Students aren’t passive recipients of knowledge — they solve problems.

Why competition-based learning matters

From the very first edition, the Designathon demonstrated a strong appetite for learning experiences that go beyond traditional classroom education.

What began with student teams from 11 countries has now expanded to 25 countries and counting. In the first three years alone, more than 2,500 students across 900 teams and 270 educational institutions participated in the Designathon experience.

These numbers reflect something important: students are actively looking for opportunities to apply their learning in ways that mirror real industry environments.

It’s also an exciting moment for the industry itself. Students across different regions are now working within the same digital ecosystems, using the same tools and workflows as professionals around the world. As organisations continue responding to evolving manufacturing and engineering priorities, access to digitally proficient talent becomes increasingly valuable.

The Designathon offers a glimpse into that future workforce — one that is collaborative, adaptable and comfortable responding to challenge.

From learning about design to learning through design

A key commitment behind the Designathon is that this is not simply about participation — it’s about learning, application and challenge.

Students are not just presented with a competition brief and expected to deliver a final design. They are guided through an experience that encourages experimentation, problem-solving and critical thinking while applying their technical skills in realistic scenarios.

This combination of structured learning and applied challenge is what makes competition-based learning so valuable.

Throughout the process, students learn to:

• interpret real-world briefs
• collaborate as teams
• work under time constraints
• balance creativity with feasibility
• iterate and refine their ideas
• present solutions with confidence

Rather than remaining passive recipients of information, students actively engage in solving problems and making design decisions.

Another important dimension of the Designathon is the use of tools and workflows already standard within industry environments.

Platforms like Autodesk Fusion play an important role in how products are conceived, developed and delivered today. Using Autodesk Fusion, student teams move from concept development to 3D modelling, visualisation and rendering while evaluating and refining their ideas throughout the process.

This approach encourages students to think about design, engineering and analysis together rather than as separate disciplines.

For a short period of time, students are effectively stepping into the role of engineers and designers — replicating the kind of collaborative and technical workflows they hope to work within professionally in the future.

The Designathon offers industry a glimpse into the future workforce.

Accelerating skills, confidence and readiness

What can often take years to develop through traditional learning alone — practical experience, confidence and applied problem-solving — can be accelerated through immersive competition-based experiences.

Students gain hands-on exposure to the kinds of challenges, workflows and expectations they are likely to encounter in their future careers.

For employers, this creates value too. Graduates increasingly need to demonstrate not only theoretical understanding, but also the ability to apply knowledge effectively, collaborate with others and adapt to complex situations.

One of the most rewarding aspects of the Designathon is hearing from past participants who later secured internships or job opportunities after showcasing the skills and confidence they developed through the experience.

Designathon 2026

What started in 2023 as a proof of concept has continued to evolve into a growing international initiative focused on practical learning and workforce readiness.

Each edition of the Designathon has expanded not only in participation, but also in ambition — with broader geographic reach, deeper engagement and increasingly sophisticated outputs from student teams.

This year, Designathon 2026 continues to challenge students with real-world design problems while placing Autodesk Fusion at the centre of the learning experience.

Student teams will compete for the opportunity to take part in a unique three-day learning experience at the Autodesk Technology Centre in Birmingham, UK. There, the winning team will work directly with Autodesk experts through mentoring, hands-on training and collaborative discussions focused on design, innovation and professional workflows.

Experiences like these reinforce what the Designathon is ultimately about: helping students become more prepared, capable and confident as they transition into the workplace.

An open invitation

As registration opens for Designathon 2026, the opportunity extends across students, educational institutions and industry alike.

For students, the Designathon is an opportunity to move beyond learning about design and step into the role of designer, engineer and problem-solver.

For institutions, it offers a way to complement traditional education with experiences that build practical capability, confidence and collaboration.

And for industry, it provides valuable insight into a growing pipeline of digitally fluent and globally connected future talent.

I’m excited to see how students respond to this year’s challenge — and to continue watching the Designathon community grow in the years ahead.

Ready to take part in Designathon 2026?

Join students from around the world in a competition focused on innovation, collaboration and real-world design challenges using Autodesk Fusion.

About the author

Furkan Günal is a Partner Acquisition Executive at KnowledgePoint and Autodesk Expert Elite. He is part of the organising team behind the annual Designathon initiative, supporting students through practical learning experiences focused on Autodesk Fusion, engineering and product design. Prior to joining KnowledgePoint, Furkan studied Industrial Design Engineering at Gazi University with a focus on design and 3D modelling.

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.   

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.  

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.  

Inspiring careers: how student competitions boost employability 

When we plan and prepare for our annual Designathon, we talk at length about preparing students for their future careers. We discuss what we (and our network of learning partners) can do to help them to develop the skills, knowledge and mindset they need to succeed in the world of work.   

We and the Autodesk Learning Partners talk to employers about what they’re looking for when they hire design and engineering graduates – and what they need to fill the much-reported skills gaps and solve their hiring challenges.   

They talk about needing a blend of strong technical skills (CAD, prototyping), a compelling portfolio demonstrating the design process, and soft skills like problem-solving, collaboration, and communication. They talk about competencies such as proficiency in software like Autodesk Fusion, understanding materials/manufacturing, and the ability to turn user research into functional, aesthetic, and sustainable products.  

They look for evidence such as: 

• High proficiency in 3D CAD modelling and rendering software. 

• A portfolio demonstrating the full design process from ideation and sketching to prototyping, testing, and final, polished, manufacturable products. 

• Practical skills in model making, 3D printing, and understanding materials, manufacturing methods, and engineering constraints. 

• Ability to define user problems, conduct research, and design solutions based on user needs. 

• Strong communication, presentation skills, teamwork, and the ability to work in fast-paced, cross-functional environments. 

• Attention to detail, ability to meet deadlines, and proactive, adaptable attitudes.  

All of this goes into the mix in our planning for the Designathon – an event which is designed to help students to learn, use and apply tools, work in teams, and navigate ambiguity. All while working to a brief, in a tight time-frame.  

Evidence employers can see (and trust) 

Projects undertaken in competition settings include a clear problem and a set of constraints (the brief), which require an outcome under pressure (the team response). Our Designathon concept requires student teams to present and model concepts which combine sustainability and practicality in compelling prototypes.   

The briefs we provide are similar to those they’d receive in the workplace.  As a result they give the students the types of experiences – and renders – which make hiring managers take notice. 

It’s one thing to list tools and software on a CV; it’s another to master workflows quickly and use them to communicate design intent. Students training on Autodesk Fusion inside a time‑boxed environment demonstrate exactly that. 

Competitions demand role clarity, feedback loops and decision-making. Whether a student leads concept development, manages integration, or presents the narrative, the experience maps directly to the cross functional dynamics of modern design teams. 

Turning participation into career capital 

When I meet university/college partners, I talk about how design competitions offer a readymade framework for learning. I highlight how it gives students the opportunity to work with real tools, interpret real constraints, and respond to real-world sustainability and engineering challenges.  

When students participate in such events, their course leaders gain a window into their systems thinking – such as how they balance materials, energy needs and manufacturability, and how they translate a brief into a compelling, feasible concept. Competitions can become powerful extensions to course content, helping students to build confidence, collaboration skills and technical fluency.   

Participation in a design challenge is an indicator of career readiness for employers. Students who have worked under time pressure, collaborated with their peers, and produced solutions rooted in sustainability and usability are already functioning like early-career designers or engineers. They’re demonstrations of capability, resilience and the ability to contribute meaningfully to real projects. 

Preparation and pre-‑learning 

Preparation is key.   

When students invest in pre-learning – whether that’s getting familiar with tools like Autodesk Fusion, reviewing past challenge briefs, or practising modelling workflows – they give themselves a head start once the competition clock begins.  

We’ve seen how students who arrive with a foundation in the software advance more quickly into higher level thinking: problem framing, and testing design assumptions. That competency frees up bandwidth during the challenge itself, allowing teams to focus less on “how do I do this?” and more on “how do we make this better?”.  

Preparation also builds shared language within teams. When everyone arrives with baseline skills and an understanding of what’s involved, collaboration becomes smoother and ideas mature more quickly. Pre-learning helps students anticipate constraints, plan roles, and approach the brief with purpose rather than panic.  

Instead of spending precious hours troubleshooting fundamentals, teams can devote their energy to iteration, testing, storytelling and refinement. The result is not just stronger outcomes, but a more rewarding learning experience – one where participants feel ready, capable and excited to contribute from the very first minute. 

Designathon 2026 – coming soon! 

The Designathon creates a space where students can test their abilities, learn from each other, and turn emerging skills into something tangible and career shaping. We’ve seen how quickly confidence grows when students arrive prepared, collaborate openly and channel their creativity into purposeful, real-world solutions. 

The next Designathon will offer another opportunity for students to step forward, show what they can do and surprise themselves in the process.   

For those students looking out for Designathon 2026, watch this space – registration for Designathon 2026 will open soon. For employers, look out for students who’ve taken part in an event like the Designathon. For universities, if you want to know more about how such events can complement your course delivery, get in touch – we’d love to tell you more.  

About the author

Furkan Günal is a partner recruitment executive at KnowledgePoint and Autodesk Expert Elite.  

He’s a member of the organising team for the annual Designathon, during which we benefit from his experience with and knowledge of Autodesk Fusion.  

Prior to joining KnowledgePoint, he was an Industrial Design Engineering student at Gazi University, gaining credentials in Design and 3D Modeling. 

Building capability goes beyond product training. It requires a coordinated approach that combines practical learning, continuous upskilling, and recognised certification. At its heart are instructors who bring together sector knowledge, product mastery, and the ability to truly engage and educate.

This story brings together perspectives from Autodesk and KnowledgePoint, exploring how organisations can build the skills needed to make BIM work in practice.

The conversation around BIM is no longer about if it will be adopted, but how quickly organisations can develop the capabilities to implement it effectively. Governments are introducing standards and mandating digital delivery, accelerating the shift across the AECO sector.

At the same time, many firms are facing a common challenge—access to skilled talent. While the demand for BIM continues to grow, the ability to apply it in real-world scenarios is still limited by gaps in practical knowledge and experience.

Bridging the gap between learning and practice

Astrid from Autodesk and Tomas from KnowledgePoint emphasise that effective BIM capability comes from hands-on, practical learning. Exposure to real projects and industry-aligned curricula allows individuals to develop skills that directly translate into the workplace.

Learning that reflects real workflows helps professionals contribute from day one, collaborate more effectively, and adapt to evolving technologies. It shifts BIM from a theoretical concept into something that teams can confidently apply in practice.

Building scalable capability through certification

Certification and train-the-trainer initiatives are essential for scaling skills across organisations. They provide a way to validate knowledge, ensure consistency, and expand access to high-quality training.

When education providers, industry, and training partners work together, BIM becomes more than just a tool—it becomes a mindset. This collaborative approach supports efficiency, enables more sustainable project delivery, and strengthens resilience across the AECO sector.

About Astrid D. Øie, Autodesk:

Astrid D. Øie, Sr Autodesk Learning Partner Manager, is leading the Autodesk Authorized Training Center Channel in EMEA. The channel is key in upskilling and training the current- and future workforce. 

About Tomas Karlsson, KnowledgePoint

Tomas Karlsson is the head of channel services at KnowledgePoint. This means he oversees the management of outsourced extended enterprise learning programmes, recruiting and supporting global network of training providers on behalf of organisations, including Autodesk. 

Why digital capability—not technology—is becoming the key driver of success in complex infrastructure programmes.

Late last year, I travelled to Marrakesh for a meeting with Autodesk Learning Partners from across the region. One of the discussions focused on the scale of infrastructure investment in Morocco — from the Tiznit-Dakhla expressway to the White Dunes Green Hydrogen project and preparations for the 2030 FIFA World Cup.

These initiatives are not simply defined by individual projects, but by interconnected systems and requirements. From cross-border rail corridors and airport expansions to energy networks and urban regeneration programmes, these investments are designed to reshape economies — not just deliver assets.

Large-scale infrastructure projects are increasingly interconnected, requiring coordinated planning across systems, disciplines and regions.

Beyond Morocco, similar examples can be found across the region.

The Lobito Corridor — a 1,300km rail and logistics network linking Angola, the DRC and Zambia — is designed not just to connect locations, but to unlock regional trade and resource flows. The expansion of Etihad Rail and the wider GCC railway network is creating a connected logistics backbone across the Gulf, linking ports, cities and industrial zones.

On projects of this scale, decisions made on site can have far-reaching implications — not only for timelines and budgets, but for cross-border coordination and long-term economic outcomes.

If the right insight isn’t readily available, the consequences can be significant.

The Digital Transformation Gap Is Human, Not Technical

Investment in digital transformation across the AECO sector continues to grow. BIM, data platforms and connected workflows are increasingly being adopted as standard.

Yet, as highlighted in our BIM Realities report, nearly 70% of organisations still struggle to realise their digital transformation ambitions.

The challenge is not technological — it is human.

The success of these projects depends on having the right skills, knowledge and confidence to use digital tools effectively.

From Coordination to Decision-Making

For many organisations, BIM adoption has focused on improving coordination — better models, fewer clashes and more efficient delivery.

While these benefits remain important, they represent only part of the value.

Across the BIM Realities stories and beyond, we see how teams with strong digital capability are beginning to influence decisions, not just coordinate work.

As teams build confidence with BIM, they identify constructability challenges earlier. Instead of resolving issues during delivery, they feed insights back into design — reducing rework and influencing sequencing decisions.

Contractors working in complex infrastructure environments use coordinated digital models to improve communication between design and site teams. This enables faster, clearer and more confident decision-making.

These are not marginal gains. They represent a fundamental shift in how decisions are made.

Connecting Site Intelligence to Programme Strategy

The implications of this shift are particularly significant in large programmes, where complexity is driven not just by scale, but by interdependence.

Delivery is distributed across geographies, organisations and disciplines. Decisions made in one location — whether related to sequencing, logistics or design — can have consequences across entire regions.

This makes the flow of information critical.

Real-time site insights enable faster, more informed decision-making across project teams.

Structured digital workflows create a feedback loop between site and strategy. Shared models, data capture and common standards allow insights from delivery to be communicated effectively to planners, designers and programme leaders.

This improves visibility of risk, enabling issues to be identified earlier and addressed more proactively. Leaders can make better-informed decisions, with confidence that the data reflects reality on site.

Enabling Coordination Across Complex Ecosystems

Large-scale programmes are rarely delivered by a single organisation. They rely on networks of clients, contractors, consultants and supply chain partners — often operating across different countries, standards and ways of working.

BIM provides the technical foundation, but success depends on people having the skills to operate effectively within that framework.

When teams are aligned in both tools and workflows, they can collaborate across organisational boundaries — ensuring consistency, coordination and alignment.

Digital skills act as a unifying force, enabling diverse teams to operate as a connected system rather than a collection of disconnected parts.

From Capability Building to Strategic Advantage

If digital skills enable better decisions and stronger coordination, the next question is how organisations build this capability at scale.

Structured, intentional skills development is a key part of the solution.

Organisations move beyond ad hoc training to defined learning pathways, embedding knowledge across teams rather than relying on a small number of specialists.

When individuals understand not just how to use BIM, but how their work connects to wider programme goals, they are able to contribute more meaningfully.

At this point, capability building becomes a source of strategic advantage.

Skilled teams are the foundation of digital transformation, enabling collaboration, coordination and better project outcomes.

Bridging the Gap Between Delivery and Intent

Digital skills are becoming a critical bridge between site and strategy — enabling better decisions, stronger collaboration and more resilient outcomes.

Organisations that invest in structured capability building don’t just improve project delivery — they ensure that site-level insight informs strategic planning and decision-making.

Where site insight informs strategy, projects adapt and perform.

Where it does not, issues surface too late — and at greater cost.

We will know soon enough whether major projects are delivered on time and on budget. The real question is whether they will deliver the wider impact they promise.

Tomas Karlsson
Head of Global Services, KnowledgePoint

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, recruiting and enabling global networks of training providers, assuring high quality delivery and learner experiences. 

1. https://www.maroc.ma/en/news/tiznit-dakhla-expressway-generate-30000-direct-150000-indirect-workdays-annually-govt-spokesman  

2. https://pressreleasehub.pa.media/article/launch-of-the-groundbreaking-green-hydrogen-giga-project-white-dunes-in-morocco-5961.html  

3. https://www.slowmorocco.com/stories/world-cup-blueprint  

4. https://www.lobitocorridor.org/history-background  

5. https://www.etihadrail.ae/en  

6. https://www.bcg.com/publications/2020/increasing-odds-of-success-in-digital-transformation  

The story from Kenya describes how a programme is providing young women from technical institutions with practical BIM training, certification, and work experience. It shows how access to opportunity, combined with digital tools, can open new pathways for women and other underrepresented groups in the construction industry.

Limited access to training, mentorship, and industry-relevant experience has historically constrained female participation in construction and engineering roles. Addressing this gap is essential not only for improving gender equality, but also for building a more capable and diverse workforce across the AECO sector.

From Training to Real-World Experience

The story highlights how HiCAD Africa, in partnership with Autodesk and GIZ, is helping to address this challenge through the Build4Skills programme. The initiative equips young women with digital design skills that are directly aligned with industry needs.

Participants are trained in Revit, Civil 3D, AutoCAD, and BIM workflows, combining theoretical learning with hands-on practical experience. A key part of the programme is the opportunity to complete industrial placements with leading companies, where participants gain exposure to real projects and professional workflows.

This practical approach helps build confidence and ensures that learners are not only trained, but also ready to contribute in a professional environment.

Creating a Sustainable and Inclusive Talent Pipeline

Many graduates have already secured employment, demonstrating how programmes like Build4Skills can create a sustainable pipeline of skilled talent for the construction industry.

Empowering women with digital and BIM skills has the potential to transform both individual careers and the wider AECO sector. By bridging the gap between education and industry, Build4Skills is helping organisations build more inclusive, competent, and innovative teams, while setting a strong example for gender equality and workforce development in Kenya and beyond.

About HiCAD Africa

HiCAD Africa is an Autodesk Authorized Training Center based in Nairobi, Kenya.  It specialises in BIM Consultancy, focused on empowering AECO companies through innovative Building Information Modelling (BIM) solutions.  It is dedicated to empowering professionals and students with the skills and knowledge they need to excel in their careers, providing hands-on, practical experience with industry-leading software tools which are led by certified instructors.

Meeting the demands of a rapidly changing sector requires a focus on practical skills, digital workflows, and sustainability awareness. The story from Jordan shows how professionals need to combine technical expertise with an understanding of environmental performance.

Building skills for efficient and sustainable delivery

Delivering projects efficiently while meeting energy efficiency and low-carbon goals requires professionals who can combine technical proficiency with collaboration and strategic thinking. BIM supports better coordination, reduces errors, and optimises design performance – all key for a more sustainable future.

From training to real-world impact

Archizone Academy is equipping professionals with these capabilities through practical, project-based training. Learners gain skills in Revit, clash detection, 4D/5D scheduling, and energy analysis, enabling them to contribute immediately to live projects such as the Tafila Hospital. Training also supports career progression, with participants moving from technician roles into coordination and management positions.

BIM enables achievement of sustainability goals. By focusing on skills, collaboration, and real-world application, Jordan is laying the foundations for smarter, more efficient, and sustainable construction. It is preparing the workforce for a digital-first, greener AECO sector.

About Archizone Academy

Archizone Academy is an Autodesk Learning Partner is based in Amman, Jordan.  Established in 2012, it develops and delivers training programmes to professionals across the AECO ecosystem.  It integrates practical training with real-world experience to strengthen professional skills, and works collaboratively with agreements with universities as well as government and international organisations.

Listen to Ahmad ’s thoughts:

Five reasons why I think student design challenges add value  

In design, mastery doesn’t happen by watching – it happens by doing. That’s my experience – and I think that’s why student design competitions have become a firm fixture in education.    

Mastery doesn’t happen by watching – it happens by doing.

I’m saying this as someone who has been on both sides of student design challenges – when I was an industrial design student I took part in competitions, and I’ve had the pleasure of organising (and judging) several.   

They compress realworld constraints into a focused timeframe – teamwork, technical practice and creative problemsolving all come into play.  

For students, that pressure sharpens skills and knowledge. For educators and employers, it’s a reliable signal of potential. 

If you’ve ever trained for a race or prepared for a performance, you’ll be familiar with what’s involved: practice, iterate, test, refine.  

A similar thing happens when students join a design challenge. They learn tools they’ll use in industry, they collaborate under pressure, and they push beyond what they thought they could do.  And they do all these things together – as a team.  

We’ve seen this again and again in our Designathon. Students develop their Autodesk Fusion knowledge and skills, build shared workflows, and respond to briefs with originality. 

I know they add value – and I wanted to share my thoughts on why this is.  

1. Challengebased learning sticks 

Some of the best learning environments add just enough pressure to focus the mind – deadlines, criteria, and stakes which mean something (I know recognition and prizes motivate).   

In a wellstructured competition, students have to move quickly from learning mode to active application of skills and knowledge. They interpret a brief, evaluate tradeoffs and options, and prototype under time constraints.  

That shift from “knowing” to “doing” helps to cement longterm capability. 

2. Constraints are creativity’s best friend 

When I talk to my design peers, they’d agree with me in saying constraints free up your thinking. This is true in the Designathon. When teams have to balance feasibility, aesthetics and user needs – within hours, not weeks – ideas are refined, faster.   

I recently looked back at some of winning concepts from previous editions of the Designathon.  

In 2024, one team’s “mobile machine” explored resilience and renewable energy through solar panels, tempered glazing and AIassisted monitoring – they demonstrated systems thinking under constraint.  

Another team designed a compact hydroponics system powered by solar, integrating sensors for pH and nutrient control – a lesson in designing for performance, portability and efficiency. 

3. Real tools, real world learning  

In a competition (and in the preparation for it), students don’t just learn about tools – they learn how to use them with purpose.  

Working in Autodesk Fusion against a live brief mirrors what’ll they’ll encounter in design studios and startups: versioning, collaboration, and quick iteration toward a deliverable.  

That practical fluency is precisely what employers look for – and I believe it helps to smooth the classroom-towork transition. 

4. Collaboration fuels confidence 

Competitions are communities with a countdown clock! They provide a space where peers share tactics, identify strengths and weaknesses, and celebrate progress.   

I know first-hand how competitions encourage innovative thinking, provide a platform to experiment, and act as proof of expertise for future opportunities. We encourage students taking part in our Designathon to share their designs with the community on the Autodesk gallery and through their social channels.     

The confidence the students gain from is as valuable as any certificate. 

5. A global perspective, from day one 

Design is global. When students join a challenge which attracts participants from dozens of institutions and countries, the learning multiplies.  

They see a range of approaches and design for varied contexts, alongside technical skills.  

Last year was a case in point. The challenge set was to use Autodesk Fusion to design and model an outdoor space for students to collaborate, learn and socialise.  

With entries from northern Europe to southern Africa, climatic and environmental factors provided context and inspired a range of ideas.  

When I looked back through comments from students who took part in Designathon 2025 – they celebrated the ideas, and acknowledged their peers’ skills.   

What effect do these things have? Broader thinking and stronger ideas – and a determination to learn more. 

Coming soon 

For us at KnowledgePoint, international student competitions are firmly embedded in our annual programme.   

We run them because we believe they offer highimpact test environments for the skills that matter for those pursuing careers in industrial design – creative resilience, systems thinking, tool fluency and collaboration.  

And for those students looking out for Designathon 2026, watch this space.

About the author

Furkan Günal is a partner recruitment executive at KnowledgePoint and Autodesk Expert Elite.  

He’s a member of the organising team for the annual Designathon, during which we benefit from his experience with and knowledge of Autodesk Fusion.  

Prior to joining KnowledgePoint, he was an Industrial Design Engineering student at Gazi University, gaining credentials in Design and 3D Modeling.