Published on: 2026-05-14
Source: Saint Petersburg State Architectural and Construction University –
An important disclaimer is at the bottom of this article.
At the Saint Petersburg State Architectural and Construction University, within the framework of the BIMAK-2026 conference, there was a section titled “Seamless Education in the Field of Information Modeling Technologies (school – college – university – employer)”. Participants discussed how to build a continuous system for training specialists for the digital construction industry – from school bench to professional activity.
The main issue was the formation of a sustainable educational trajectory that will allow future specialists to consistently master competencies in the field of ITM and adapt to rapidly changing technological conditions.
Education without breaks: from school to profession
The Vice-Rector for Continuing Education of SPbGASU delivered the key reportVictoria Vinogradova.She presented the model of “seamless” education, based on the integration of all levels of training – general, secondary vocational, higher, and additional education – into a single system.
According to her, this model allows not only to develop indispensable digital competencies in a learner, but also to build a clear career trajectory – from the first acquaintance with the profession to entering the labor market.
An additional education plays a special role in this system, acting as a connecting element between levels of training. It performs several functions at once: career guidance for schoolchildren, attracting applicants, developing competencies, and building interaction with industrial partners.
Engineering classes and early career guidance
One of the most important tools of the “seamless” model are engineering classes implemented by SPBGASU together with schools and industrial partners. Within the framework of such classes, schoolchildren receive basic knowledge in the field of information modeling, master digital tools, and perform practical tasks.
Training includes online lectures, practical exercises, testing, and project work under the guidance of university teachers and students. An important feature is the focus on real industry tasks, which allows students to immerse themselves in the professional environment in advance. In addition, schoolchildren have the opportunity to master their first working profession, which makes career guidance not only informative but also practically oriented.
In the section mode, participants discussed various approaches to early professional self-determination and interaction between educational organizations and employers.Vladislav Ruzavin,representing the company MAVIS, shared a view of the industry on the key tasks of seamless education, andAnna KlimushinaFrom the Center for Advanced Professional Training (CAPT) of Saint Petersburg, there was a report on the development of the professional training system for schoolchildren for the city’s construction sector.
Also shared experience in implementing career guidance initiativesEkaterina Larionova(“Atomenergoproekt”), which presented the “TIM-juniors” project aimed at training the engineers of the future.
Practical examples of integrating digital tools into school education were presentedOleg SulorukovиVeronika Pryuttsfrom school No. 347 of the Nevsky district of Petersburg. They demonstrated how mastering the domestic Renga system helps students transition from traditional drafting to modern BIM technologies.
Students of Gymnasium No. 622 of the Vyborgsky District demonstrated a digital information model of their own school, created as part of team project work. This example showed that the level of training of schoolchildren in the field of TIM can already be comparable to that of university students today.
They talked about the development of the project beyond the Northern capitalLeonid Shelkovnikov(“Kairos Engineering”) andSvetlana Khachatryan(School No. 7 of Feodosia, Republic of Crimea), which presented the experience of implementing digital construction classes in Crimea – a joint project of SPBGASU, the companies “Kairos Engineering”, Renga Software, and the school.
Students of SPbGASUSofya AlexandrovaиGleb Gorbunovshared their personal experience of participating in the university’s educational initiatives. Sofya talked about the beginning of her teaching activities back in her student years, and Gleb spoke about how training in the digital construction class helped him master the university program.
Practice, championships, and interaction with the industry
An important part of the system is educational and competitive formats. As Victoria Vinogradova noted, participation in the TIM championship and Olympiad allows the formation of practical skills, as well as the identification and support of talented students and schoolchildren.
Such events build additional motivation and provide “entry” into the profession through solving real engineering tasks. They also serve as a tool for interaction with employers, who get the opportunity to participate in the educational process at an early stage.
Great attention in the report was paid to cooperation with industrial partners. It is they who shape the relevant requirements for the competencies of specialists and participate in the development of educational programs, which ensures their practice-oriented nature.
A separate section block was dedicated to issues of secondary vocational education and the role of employers in training personnel for the digital construction industry.
Deputy Director for Development of the SRO Association “OsnovaProekt” and Director of the Branch of the Corporate Department of the Ministry of Construction of Russia at SPbGASUPolina Fedyucheknoted that achieving digital sovereignty in construction is directly linked to large-scale training of specialists confidently proficient in domestic software.
According to her, one of the key tools of such training was the “TIM-elective. SPO League” project. In 2026, more than a thousand applications from 39 colleges across the country were submitted to participate in the program, and 165 teachers underwent advanced training.
Within the framework of the discussion, the possibility of involving colleges participating in the project in the development of digital construction classes in the region was also discussed. This approach allows building a unified educational ecosystem – from school to employer.
Regional practices for implementing TIM into the secondary vocational education system were presentedAleksandra Ryabenko(Rostov-on-Don),Alena Gatsenbiller(Novosibirsk) andArtur Erendzhenov(Petersburg). The speakers discussed the development of students’ digital competencies, the integration of TIM-technologies into professional skills competitions, and the enhancement of learner motivation.
In addition, representatives of specialized companies spoke with reports –Alisa Bolshakova(“Stratus”) andNikolai Samopal(“VIZARDSOFT”).
A practical example of university and business interaction was presented by students of SPbGASUSofia BiryulyaиEva Podyachevatogether withDmitri Sergeevfrom the architectural bureau “Setl City.” They demonstrated a BIM design project of a high-rise residential building in Petersburg, carried out in accordance with the requirements of the holding Setl Group.
Career trajectory and training of specialists of a new level
The report concluded that the “seamless” education model allows solving several tasks at once: to reduce the gap between education and market requirements, increase learner motivation, and provide the industry with specialists ready to work in the digital environment.
The forming system gives the student the opportunity to consistently go through all stages of preparation, accumulating competencies and experience, as well as building an individual educational and professional trajectory.
Results
The section showed that training personnel for the digital construction industry requires a comprehensive approach and close interaction between schools, colleges, universities, and employers.
Participants agreed that precisely “seamless” education becomes a key condition for the successful digital transformation of the industry. SPBGASU, implementing such a model, forms a training system for specialists capable of working effectively in the conditions of implementing information modeling technologies and developing the construction industry of the future.
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