Published Article

ABSTRACT

The integration of smart technologies into architectural education has emerged as a pivotal factor in aligning academic training with global professional standards. This study investigates the role of such technologies in architectural training within selected universities in Nigeria’s South-South region, focusing on the University of Uyo, University of Port Harcourt, and Niger Delta University. Using a qualitative case study approach, data were collected through semi-structured interviews with faculty and final-year students, document reviews, and on-site observations of teaching facilities. Analysis was guided by the Technology Acceptance Model and the Diffusion of Innovations theory, enabling an understanding of both individual and institutional adoption behaviours. Findings indicate partial but uneven integration of tools such as Building Information Modelling (BIM) and Virtual Reality (VR), with clear benefits in enhancing design visualization, collaborative learning, and professional readiness. However, adoption is constrained by infrastructural deficiencies, high software costs, limited faculty training, and rigid curricula. The study recommends targeted investment in digital infrastructure, structured faculty development programmes, and curriculum reforms to embed smart technologies as core learning outcomes. These measures are essential for producing graduates equipped to address the evolving demands of the architectural profession in Nigeria and beyond.