In this paper, the authors reflect on the findings from a building information modelling (BIM) literature review, which comprises contemporary literature from the past five years, considering national and international development of BIM implementations, focusing on the architecture, engineering, and construction (AEC) industries. This study acknowledges BIM as a digitalisation breakthrough that emerged in the third industrial revolution (3IR) and evolved rapidly within the Fourth Industrial Revolution (4IR). BIM technology instils the attribute of being a contributive team member in co-designed projects and facilitates effective project outcomes by reducing time, cost, wastage, environmental impact and energy consumption.

The research aims to identify challenges and opportunities that could inform design education teaching and learning strategies in preparing students for a rapidly changing work environment. Most research shows a need for more training (education) and more profound, deeper working knowledge of BIM within the architecture and interior design industry that impacts the implementation thereof. International findings show a need for experienced BIM professionals and personnel globally in the AEC industries. As a response to these needs, educational institutions have developed BIM courses, and researchers have proposed educational frameworks to assist in meeting the needs of the fast-paced development of BIM.

In this paper, the authors explore the South African (SA) architecture and construction industries' BIM implementation and compare the research findings to international studies. The investigation extracts challenges and recommendations relevant to higher education design curriculum. These findings will be discussed in the paper as lessons-learned. These lessons will be discussed and developed in recommendations that could assist in identifying new pathways in future-forward, industry-relevant architecture and interior design curricula. Recommendations explain that a BIM curriculum is a holistic process that should include role players in curricula development to ensure an alignment with industry expectations. Successful BIM programmes include cross-disciplinary collaborations in which students can work as team members in co-design projects.