الفهرس 
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Abstract
Managing the complexity of building-related information has shown drastic changes as a Construction (AEC) industry –for example- has seen a remarkable change using new platforms such as Building Information Modeling (BIM). Consequently, embedding computational-based platforms such as Building Information Modeling (BIM) in architecture pedagogy is seen as a direct reflection of this increasing need. This thesis aims to effectively determine the guideline strategies that are needed by the whole BIM educational process stakeholders; colleges, instructors, students, and the AEC sector to develop and enhance the process of embedding BIM in Architecture pedagogy in Alexandrian Universities. This thesis discusses approaches used to embed BIM in architecture curricula. It analyses several leading experiences in this domain showing their embedding strategies, stages of implementation, and their drawbacks. It uses these worldwide experiences to benchmark the way BIM is embedded in two schools of architecture in Alexandria, Egypt. The thesis correlates between the way BIM is embedded in Architecture pedagogy and students’ and instructors’ feedback concerning the working domain. However, the findings of this thesis draw a framework for embedding BIM in Architectural pedagogy concerning both local conditions and expertise expected to be gained to face industry challenges. A notable number of papers discuss the changes that happened to architecture education to identify the major changes that affected society and architecture in particular. Several approaches were studied to develop two solid surveys, the first targeted students graduated from Universities in Alexandria and benefited from a previous BIM-related course in their undergraduate studies, the other survey targeted BIM architects who have a career in the AEC industry in companies using BIM technology. The surveys inquire about the BIM implementation strategies and type of courses they were taught at college. Also the surveys examine how this process affected the respondents in their careers in the AEC sector. Their opinions and recommendations about the best implementation and teaching methods were taken into consideration.