BIM-based graphic instruction: Implications for its integration into architectural drawing education

This paper analyses the integration of Building Information Modeling (BIM) into Architectural Drawing education as a graphic and cognitive environment based on the control of the graphic representation of the different information containers that constitute a model. Its main contribution lies in formulating a pedagogical framework for BIM-Based Graphic Instruction grounded in the disciplinary principles of architectural representation, articulated through specific learning outcomes. Based on a Scoping Review following PRISMA-ScR-based criteria, covering journal articles published between 2010 and 2026 in Web of Science and Scopus, the study identifies a shift from tool-centred approaches towards models of curricular integration, collaborative learning, and interoperability. However, it also reveals persistent gaps: the weak definition of learning outcomes, limited assessment evidence, and insufficient attention to the role of graphic thinking within BIM environments. In response to these limitations, the paper selects six studies from the initial literature corpus for detailed analysis, based on criteria aimed at identifying previous research that explicitly provides specific information about the course in which BIM was implemented, together with a defined teaching plan and methodology. These six studies are then contrasted with the competences and learning outcomes of three graphic courses at the School of Architecture of the Technical University of Madrid, where BIM is currently being integrated through innovative and experimental teaching modules integrated into the degree’s drawing curriculum. As a result, it proposes a BIM-Based Pedagogical Agenda for Architectural Drawing Instruction, aimed at aligning intended learning outcomes with BIM-mediated learning activities and strategically assessing BIM-Based Architectural Drawing Education through a SWOT analysis. The paper argues that BIM can strengthen spatial reasoning, representational coherence, and collaborative authorship, provided that it is taught critically as an extension —rather than a replacement— of a necessary architectural graphic culture.