Predictors of Commitment to Teach BIM among Vocational College Teachers in Southern Region of Malaysia

Abstract

Malaysia’s construction industry is adopting Building Information Modelling (BIM) in line with the Construction 4.0 transformation. BIM integration in vocational colleges curriculum aim to prepare graduates with the digital construction skills. Successful implementation depends on the readiness of teachers which limited by gaps in training, confidence and institutional support. This research investigates the level of preparedness, self-efficacy, institutional support and commitment to teach BIM. A quantitative cross-sectional survey involving 92 teachers from 12 vocational colleges in the southern region was conducted. Data were collected using a set of 5-point Likert scale questionnaire validated by experts. The findings indicate that most teachers feel prepared, supported by their institutions and committed to teach BIM. Self-efficacy, particularly in handling technical aspects of BIM, was only moderate and many teachers reported not receiving formal training. Spearman’s rank-order correlation revealed significant positive relationships between commitment and preparedness (rs = 0.766, p < .01), self-efficacy (rs = 0.499, p < .01) and institutional support (rs = 0.632, p < .01). The research concludes that continuous professional development, improved resources and stronger institutional recognition are needed to strengthen BIM teaching. Addressing these areas is critical to ensure consistent, confident BIM instruction that supports Malaysia’s Construction 4.0 ambitions.