<p>BIM technologies and tools have become a trend and an innovative approach to adopt in the construction industry, driven by digital transformation policies advised by the Saudi government. However, students lack the knowledge and skills to use BIM technologies. This study aims to propose a flipped learning approach to advance students’ BIM knowledge and skills at universities in the Kingdom of Saudi Arabia. Data was collected through a quasi-experimental approach using pre- and post-test multiple-choice tests to measure students’ cognitive skills. Students’ attitude towards the Flipped learning approach was also evaluated using a self-administered attitude scale. Results show no significant differences in cognitive test scores between pre- and post-test among students. However, students show a positive attitude towards developing BIM skills and experiences, and towards enjoying flipped learning practices in the classroom and online. The study encourages university teachers in construction to adopt flipped learning as part of active learning to advance BIM skills in the construction industry.</p>