Abstract:

This paper argues that architecture students should postpone the use of building information modeling (BIM) software, such as Revit, until later years of their education, despite its eventual importance in professional practice. It suggests utilizing conventional and digital tools initially to empower students in expressing design ideas comfortably, as early exposure to BIM tools can overwhelm and limit design potential due to steep learning curves and generic defaults. Focusing on conventional representation methods and other digital tools allows students to explore ideas freely, develop strong design foundations, think critically, and experiment with diverse approaches unconstrained by software-driven processes. Delayed adoption of BIM software enables students to first acquire proficiency in manual drafting, model-making, and conceptual design, fostering a deeper understanding of architectural composition, materiality, and aesthetics. It facilitates the development of spatial perception and the translation of abstract ideas into tangible architectural forms. While acknowledging the need for BIM software in professional practice, this approach advocates a balanced integration that prioritizes strong design foundations before advanced technological tools. By deferring BIM introduction, students can effectively and creatively leverage its capabilities after acquiring essential design skills.

Keywords:

Architectural pedagogy, digital tools, computer aided design, Building Information Modeling.