A BIM Competency Framework for Hybrid AEC Education in Sub-Saharan Africa

Abstract

This study examines how hybrid AEC education can foster BIM-enabled construction workflow competencies in Sub-Saharan Africa, where digital limitations impact graduate readiness. A quantitative survey of 120 students and graduates yielded 81 valid responses (68% response rate). Data were analysed using descriptive statistics and Principal Component Analysis (KMO = 0.943; Bartlett’s test p < 0.001), revealing components that explained 77.65% of the variance. Respondents strongly supported hybrid learning, emphasising the importance of digital collaboration, curriculum reform, and equitable access to technology. However, institutional barriers such as limited digital readiness and inadequate BIM workflow training were also identified. These findings informed a competency-based framework linking hybrid delivery, digital infrastructure, curriculum modernisation, and learner capabilities to improved workflow proficiency. The study suggests that hybrid AEC education can help close digital skills gaps if supported by staff upskilling, accessible software, and workflow-focused pedagogy. Future work should validate the framework across contexts and track long-term learning outcomes.