The Evolving Role of the Instructor in BIM-Supported Design Studios: Instructor Competencies and Pedagogical Transformation
44th Conference on Education and Research in Computer Aided Architectural Design in Europe, eCAADe 2026, Lübeck, Almanya, 7 - 11 Eylül 2026, cilt.3, ss.177-186, (Tam Metin Bildiri)
- Yayın Türü: Bildiri / Tam Metin Bildiri
- Cilt numarası: 3
- Doi Numarası: 10.52842/conf.ecaade.2026.3.177
- Basıldığı Şehir: Lübeck
- Basıldığı Ülke: Almanya
- Sayfa Sayıları: ss.177-186
- Anahtar Kelimeler: Architectural Education, BIM-Supported Pedagogy, Competency-Based Education, Instructor Role Transformation, Reskilling, Upskilling
- Yıldız Teknik Üniversitesi Adresli: Evet
Özet
The 21st-century technological shift, coupled with digitalization and sustainability crises, demands a radical pedagogical transformation in architectural design education. Global vision reports emphasize redefining interdisciplinary problem-solving, digital literacy, and metacognitive skills for both students and instructors. However, Building Information Modeling (BIM) is still predominantly treated as a technical tool rather than a holistic pedagogical catalyst capable of driving reskilling and upskilling. Research systematically assessing the pedagogical impacts ofevolving instructor roles in BIM-supported studios remains notably scarce.This study examines the shift in instructor roles from software-centric teaching to informed, process-based, and data-driven learning environments. Employing student surveys, studio observations, and content and thematic analyses ofperformance-based outcomes, the research integrates Revised Bloom’s Taxonomy with a BIM professional competency framework. Consequently, a pedagogically measurable system was developed to systematically evaluate bilateral competencies. Findings reveal a decisive transition from teacher-centered instruction toward facilitator, coordinator, and evaluator roles. Instructors increasingly act as process managers who guide multi-stakeholder collaboration, bilateral assessment, and conscious creativity through integrated workflows. This study contributes a structured, transferable, and verifiable framework for studios integrating computational design, BIM workflows, and pedagogical innovation.