Rethinking Architectural Education: Why technical skills alone won’t secure the future of the profession

Ida Marlina Mazlan; Adi Irfan Che An; Afifuddin Husairi Mat Jusoh; Lawrence Wallen

doi:10.21834/e-bpj.v10i32.6752

Authors

Ida Marlina Mazlan PhD. Candidate, Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, Malaysia
Adi Irfan Che An 1. School of Liberal Studies, Universiti Kebangsaan Malaysia, Malaysia. 2.Centre for Engineering Education Research, Faculty of Engineering & Built Environment, Universiti Kebangsaan Malaysia, Malaysia
Afifuddin Husairi Mat Jusoh 1. School of Liberal Studies, Universiti Kebangsaan Malaysia, Malaysia. 2.Centre for Engineering Education Research, Faculty of Engineering & Built Environment, Universiti Kebangsaan Malaysia, Malaysia
Lawrence Wallen School of Architecture, Faculty of Design, Architecture and Building , University of Technology Sydney, Australia

DOI:

https://doi.org/10.21834/e-bpj.v10i32.6752

Keywords:

Experiential Learning, Architectural Education, Industry-driven Curriculum, Future-ready Graduates

Abstract

The architecture industry demands graduates with both technical expertise and essential soft skills like communication, teamwork, and problem-solving. This study examines UCSI University's internship program as a platform for industry-aligned experiential learning, helping students develop workplace competencies. A content analysis of internship reports and employer feedback reveals that while graduates excel technically, they often lack leadership, communication, and adaptability. To bridge this gap, this study evaluates competency-based learning models such as TVET, EXCEL and TVET. By integrating structured internships and soft skills training, the research advocates for a curriculum that ensures graduates are job-ready, resilient, and aligned with industry needs

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