Evaluation of 197 students and graduates in an integrated building-technology and design course found overall satisfaction of 4.18/5, strong content and instructor ratings, but only 3.42 for the physical environment, with internet access the top improvement need. Five feedback cycles ran from 2015 to 2019.
Key findings
- Content integration scored 4.24, teaching 4.10, instructor 4.65 and assessment 4.49, versus 3.42 for environment. Priorities were internet, collaboration/model-testing space and classrooms, alongside reducing assignment load and complexity.
Why this matters globally
Professional integration and PBL are global architectural-education issues. The study shows how digital and physical infrastructure can constrain otherwise strong curricula and how feedback loops expose those constraints.
Thai researcher contribution
KMITL architecture researchers drew on a curriculum-development process beginning in 2011 and five evaluation cycles in Thai professional education.
Limitations to consider
Satisfaction is not professional competence. There was no control or blinded work assessment, cohorts and project difficulty changed over years, and student or graduate responses may carry recall and response bias.