Although Building Information Modeling (BIM) can enhance efficiency of sustainable building projects, its adoption is still plagued with barriers. In order to incorporate BIM more efficiently, it is important to consider and mitigate these barriers. The aim of this study is to explore and develop strategies to alleviate barriers in developing countries, such as Malaysia, to broaden implementation of BIM with the aid of quantitative and qualitative approaches. To achieve this aim, a comprehensive literature review was carried out to identify the barriers, and a questionnaire survey was conducted with construction projects’ stakeholders. The ranking analysis results revealed the top five critical barriers to be “unavailability of standards and guidelines”, “lack of BIM training”, “lack of expertise”, “high cost”, and “lack of research and BIM implementation”. Comparative study findings showed that “lack of research and BIM implementation” is the least important barrier in other countries like China, United Kingdom, Nigeria, and Pakistan. Furthermore, qualitative analysis revealed the strategies to mitigate the BIM implementation barriers to enhance sustainable goals. The final outcome of this study is the establishment of a framework incorporated with BIM implementation barriers and strategies namely, the “BIM-based research framework”, which can assist project managers and policymakers towards effective sustainable construction.

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UAE urban housing and planning history discourses commonly assume a sharp division between the pre-oil (before the 1950s) and the post-oil (since the 1960s) eras. It is a misleading assumption that flattens historical legacies and exempts pre-oil tribal and maritime built landscape from having a bearing on the emergence of more recent ‘iconic’ villas for the Emiratis/UAE citizens. Besides, status quo urban narratives are further dismissive of non-iconic citizen centric modern housing prototypes of the late 1960s. In this context, our approach is to illustrate the intertwined evolution of contingent driven dwelling features, changes as well as continuities across the pre-oil and post-oil eras. By interconnecting history with user-led spatial changes in current Emirati houses, we argue that, while sustainability has become more of a catchphrase and the ‘iconic' villa façade—the marketing brand, the concept, acceptance, and spatial realization are indeed set by historical overlays of local and transnational experimentation, arbitration, and adaptation. Thus, the current design and policy led national housing prototypes would be corrective, regenerative and successful if assembled through an iterative design process that accommodates emerging sustainable frameworks as well as user-driven spatial interventions. This approach sustains the socio-physical legacies of the Emirati houses and their cultural legitimacy in the built-environment.

Although the reasons for and against the early use of digital tools in design have been intensively researched and studied for years, there has been a scarcity of substantial analysis of the challenges posed by using computer-assisted architectural design (CAAD) tools in the early design phase. By drawing on reviewed materials and cross-mapping digital software and current commercially available programs, this paper elucidates and evaluated the impact of CAAD tools in the early design process. In this research, a two-way, systematic mapping of research-based tools that support the conceptual design process and commercial CAAD methods was implemented, utilizing five criteria as illustrated in a recent study. The paper concludes with three scenarios of CAAD's future direction, which will have an impact on conventional architectural engineering, as well as architectural practice and education.

PurposeThis study analyzes the effect of the techniques of active teaching and learning as a way of delivery on the outcomes of quality learning. Focusing on the courses of architectural science taught in a nontraditional method using various active learning strategies, the study takes the case study of the course Building Illumination and Acoustics (BIA) delivered in the academic year 2019–2020 at the University of Sharjah (UoS)'s Architectural Engineering Department (AED).Design/methodology/approachUtilizing both quantitative and qualitative research approaches, the study applied a case study and survey as methods. A questionnaire was designed and performed to assess the level of students' satisfaction with the implemented active teaching method.FindingsThe vibrant learning setting made the students actively engaged and more motivated and enthusiastic. The active learning practices used, including employing senses as in sight and hearing, reasoning rationally and intuitively, reflecting and acting, working steadily and in fits and starts, creating mathematical models, visualizing and memorizing and drawing analogies, were efficient in boosting their ability to comprehend theoretical concepts more effectively. The delivery style effectively enhances quality learning when various active techniques are used pedagogically beyond being merely a utilitarian instrument to prepare novice students of architectural engineering to fulfill practical challenges.Research limitations/implicationsThis article focuses specifically on a theoretical, scientific non-studio course in a particular program of architectural engineering in a particular semester before the dramatic changes in styles of teaching delivery that happened due to the COVID-19 pandemic. Future research could further highlight its results by comparing them to statistical evidence of the development of the course, especially for the duration of online teaching during the pandemic and the hybrid teaching period after it.Originality/valueThis article contributes to the development of teaching and learning of architectural engineering in the local Emirati context by putting original theories of teaching into practice. This paper further contributes to the field of architectural pedagogy in terms of the effect of active learning in the architecture field in the non-studio courses in higher education in the United Arab Emirates.