Abstract
Architectural technology programmes in Nigeria have steadily evolved with focus on enhancing local identity and environmental responsiveness to contextual issues peculiar to the Nigerian fabric. However, there remains continuous controversy as to the suitability and application of the curriculum to the emerging socio-economic and cultural needs of Nigerians. This study examined the academic curriculum contents of professional courses offered in architectural technology programmes in Nigerian polytechnics to ascertain inherent factors that enable implementation of design principles for sustainable built environment. This is imperative since the products of this programme constitute key players in the execution of sustainable, safe and inclusive human settlements and cities. This study is based on survey type of research design; three institutions were selected following a stratified random process and two sets of structured interviews administered to two groups of respondents comprising the Higher National Diploma (HND) graduating class and the teaching staff. The data collected were analysed using percentile, mean scores and regression analysis. The findings revealed a significant awareness and implementation of principles of sustainable design especially at inception stage by the HND students. However, the students’ proficiency with varied CADD software packages was limited as a result of shortfalls in the curriculum and paucity of adequately trained staff. Further findings revealed measures adopted for inclusive and lifelong learning in the programme include the introduction of outdoor learning environment, short entrepreneurial courses in related areas and enhanced digital literacy. The paper concludes that addressing the shortfalls of the academic curriculum will promote high quality learning in the programme required to ensure the creation of sustainable built environments.
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