Perceived Contributions of Smart-Campus Dimensions to Architectural Education: A Case Study of the University of Babylon, Iraq

Jumana Labeeb Alwan; Marwa A. Al-Sulami

doi:10.71229/q63thn09

Authors

Jumana Labeeb Alwan Department of Water Resources Management, College of Engineering, Al-Qasim Green University, Babylon, Iraq
Marwa A. Al-Sulami Department of Architectural Engineering, College of Engineering, University of Basrah, Basrah, Iraq

DOI:

https://doi.org/10.71229/q63thn09

Keywords:

Smart Campus, Architectural Education, Smart Buildings, Smart Learning Environment, , Digital Transformation,

Abstract

Abstract The smart campus is one of the interconnected socio-technical systems, in which digital infrastructure, responsive buildings, data-informed administration, and technology-enabled learning environments coordinate with each other. It is an emerging trend throughout the world, but the priorities for architectural education in Iraqi Universities have not been clearly defined. In design-studio education, the relevance is even stronger, as the teaching and learning of this type are connected by the concepts of connectivity, digital modelling, visual communication, collaboration, simulation, and the exchange of large files. This study examines the perception of students and faculty members of the contribution of the smart-campus dimensions in the Architecture education in the University of Babylon. A descriptive, cross-sectional case-study design involved 101 respondents (74 students, 27 faculty). An 18-item instrument covered four dimensions: smart people; smart buildings and digital infrastructure; smart management; and the smart learning environment (Cronbach's alpha = 0.87). Smart buildings and digital infrastructure ranked first (mean = 4.224, very high), whereas smart people (4.006), the smart learning environment (3.997), and smart management (3.990) were rated high. Broadband wireless access, equipped classrooms, continuous training, and up-to-date software with qualified staff emerged as immediate priorities. These results represent perceived priorities rather than evidence of a causal effect on achievement. An expanded planning framework of six dimensions and 30 indicators with a five-level maturity scale is introduced to inform future smart-campus development for architectural education in Iraqi universities.

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