This　pedagogical　study　aimed　to　demonstrate　an　updated　Building　Information　Modelling　(BIM)　educational　activity　in　CEM　(i.e.,　construction　engineering　and　management)　students’　final　semester　project.　It　investigated　students’　perceptions　of　BIM　and　the　project.　Student　feedback　provided　insights　for　linking　education　to　practice,　for　example,　what　caused　differences　between　manual　estimates　and　BIM-generated　quantity　take-off.　Four　different　project　deliverable　options　demonstrated　how　educational　theories　could　be　embedded　in　BIM　education.　The　novelty　of　this　study　lies　in　two　aspects:　firstly,　this　pedagogical　research　views　the　CEM　education　at　the　curriculum　level　by　linking　earlier　years’　core　CEM　courses　into　the　final　project　work;　secondly,　by　designing　four　different　options　of　BIM-related　deliverables,　subgroup　analyses　test　how　different　factors,　such　as　teamwork　verse　individual　work,　and　BIM　application　level,　could　affect　students’　learning　outcomes.　The　current　study　also　led　to　more　future　explorations　in　research-informed　teaching　in　the　CEM　curriculum.　©　2022　The　Author(s).　Published　by　Informa　UK　Limited,　trading　as　Taylor　&　Francis　Group.