The study aims to develop and examine the Project-Building Information Modeling (Pro-BIM) instructional strategy in improving BIM literacy for students in the fields of architecture, engineering, and construction. The participants consisted of two industrial BIM practitioners, two CEE instructors and 28 students enrolled in designed course were selected purposively for convenient sampling. This study adopted Design-Based Research (DBR) method. Data collection techniques included: (1) observation, (2) interview, (3) FGD, (4) test, and (5) documentation. Qualitative data analysis techniques were data collection, data presentation, and conclusion while quantitative data analysis techniques included descriptive analysis. The results indicated that: (1) analysis and exploration were literature review, design analysis, cost, and sustainability, (2) design and construction included six steps of Pro-BIM and the increasing of student’s BIM literacy, and (3) evaluation and reflection included FGDs producing positive perceptions of students, lecturers, and educational practitioners. This study concludes that the Pro-BIM learning strategy is effective in improving BIM literacy among AEC students through the integration of BIM technology into relevant courses. The study indicates that the integration of Pro-BIM learning strategies into the AEC higher education curriculum improves student’s understanding and skills in applying BIM technology. © 2025 TEMPUS Publications.
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