Challenges of BIM integration in construction education: The Ghanaian perspective

Daniel Ebo Hagan; Tutin Aryanti; Ilhamdaniah

doi:10.30822/arteks.v10i3.4320

Authors

Daniel Ebo Hagan Cape Coast Technical University , Indonesia University of Education https://orcid.org/0000-0003-2166-8942 (unauthenticated)
Tutin Aryanti Indonesia University of Education https://orcid.org/0000-0001-6986-0680 (unauthenticated)
Ilhamdaniah Indonesia University of Education http://orcid.org/0009-0009-6228-8234 (unauthenticated)

DOI:

https://doi.org/10.30822/arteks.v10i3.4320

Keywords:

BIM, Construction education, Technical university, Technology adoption, Technology integration

Abstract

Despite the global embrace of BIM as a form of digital transformation in the global construction sector, Ghana remains sluggish in its adoption of this technology, partly due to the scarcity of BIM-trained professionals. This study examines the integration of BIM within construction education curricula in Ghanaian technical universities and identifies the key challenges hindering its integration. A quantitative research methodology was employed, utilizing standardized questionnaires administered to academic staff from five Ghanaian technical universities running construction programs. A total of 59 valid responses were analyzed using SPSS 26 for descriptive statistics to examine the present state of BIM integration in academic curricula. Subsequently, Structural Equation Modeling (SEM) was employed in identifying and validating the critical challenges hindering BIM integration. The findings reveal that BIM integration into construction curricula remains limited, with BIM primarily taught through workshops or partially integrated into existing courses rather than being a standalone course. Key challenges include a lack of faculty expertise and training, limited educational resources, high training costs and inadequate IT infrastructure. SEM results confirmed the significance and interrelated nature of these challenges. Respondents emphasized the need for mandatory inclusion of BIM in curricula to align with global industry standards and to guarantee that graduates are well prepared for the digital challenges present in the construction industry. The study emphasizes importance of aligning educational programs with industry demands to mitigate the skills gap and facilitate the rapid digitalization of Ghana’s construction industry.

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Author Biographies

Daniel Ebo Hagan, Cape Coast Technical University, Indonesia University of Education

Daniel Ebo Hagan is a Lecturer at the Department of Construction Technology and Management, Cape Coast Technical University, Ghana. He holds a Master’s in Architecture from the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana. He is presently a PhD candidate at School of Postgraduate Studies, Universitas Pendidikan Indonesia. As an associate member of the Ghana Institute of Architects (GIA), Daniel has a strong professional background in architecture and construction. His research interests include digitalisation in the construction industry, construction workforce management, and user-centred housing design and adaptation.
Tutin Aryanti, Indonesia University of Education

Tutin Aryanti is Professor of Socio-spatial Architecture at Universitas Pendidikan Indonesia (Indonesia). She completed her doctoral degree in Architecture with minor in Gender and Women’s Studies at the University of Illinois at Urbana-Champaign (USA). Her dissertation, entitled Breaking the Wall, Preserving the Barrier, was awarded the Best Dissertation in Social Sciences in 2015 by the International Convention of Asia Scholars. In 2023, she served as the Regional Advisor for Southeast Asia for the Michigan State University’s “Science, Art, and Faith: Architectural Heritage and Islam” project, funded by Templeton Religion Trust and a fellow at KITLV (The Royal Netherlands Institute of Southeast Asian and Carribeans Studies) funded by the Graham Foundation Grant. Tutin’s works revolve around gender and space, Islamic architecture, spatial justice, and postcolonial architecture.
Ilhamdaniah, Indonesia University of Education

Ilhamdaniah is a lecturer and researcher at Faculty of Engineering and Industrial Education as well as School of Postgraduate Studies at Universitas Pendidikan Indonesia (UPI), Indonesia. She teaches at various study programs at graduate and undergraduate level, including Master in Technical and Vocational Education, Architecture Graduate Program; Architecture Undergraduate Program, and Architecture Engineering Education Study Program. She also serves as the Head of International Partnership and Education at School of Postgraduate Studies UPI. She attained her PhD degree from School of Architecture and Urban Planning, The State University of New York at Buffalo, United States. Her study was funded by joint scholarship program between Fulbright Foundation United States and Indonesian Government. Her research interests evolve around housing, urban studies, nexus between urban space and education, and technical and vocational education. She has keen interest in using quantitative research method and utilizing Geographic Information System in her analysis. As a member and organizing committee of Indonesian Institute of Architects (IAI) West Java Chapter and a certified professional engineer in building construction, Ilham has a strong professional background in architecture and construction.

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