Assessing Architectural Technology Curriculum In Nigerian Polytechnics: Trajectories Towards Sustainable Development And Global Competitiveness

Abstract

The recently revised architectural technology curriculum approved for Nigerian polytechnics reflects deliberate efforts to align training with international best practices. However, the complex inter-dependencies within training and actual professional practices demand co-creative approaches to ensure the delivery of sustainable and functional human habitats. Since sustainable design principles and proficiencies in Building Information Modelling (BIM) are pivotal in assessing the curriculum in tandem with sustainable development and global competitiveness, this study examined the curriculum to identify factors that support the implementation of sustainable design principles within the built environment, particularly the scope of BIM training received by architectural technologists during the course of their training. A survey research design was adopted, and data were analysed using SPSS version 26 to generate percentiles, mean scores, and regression outputs. Findings indicate that students demonstrate a high level of awareness and application of sustainable design principles, particularly at the early stages of the design process. The study further reveals that 96% of graduates possess some level of BIM proficiency, with 56% acquiring these skills through formal education and 40% through post-graduation professional practice. Correlation analysis shows a statistically significant relationship between BIM proficiency and professional performance (p < 0.01). Overall, the study highlights a gap between curriculum intentions and the realities of practice, and recommends proactive collaboration among key stakeholders to foster effective synergy between curricular guidelines and their practical implementation.