A Bibliometric Analysis of Pedagogical Approaches in Building Technology Education in Architecture 

This study conducts a bibliometric analysis to identify international trends in pedagogical approaches to building technology education in architecture. The data were obtained from the Web of Science (WoS) database using the keywords “architecture,” “construction,” “architecture education,” “education,” and “pedagogy.” A total of 103 publications were analyzed through co-occurrence, co-authorship, and country collaboration networks using the VOSviewer software. The findings reveal two main research tendencies: pedagogical and curriculum-based approaches, and digital and experiential learning-oriented approaches. Moreover, recent publications increasingly focus on “virtual reality,” “digital pedagogy,” and “building information modelling (BIM),” indicating the growing impact of digital technologies on architectural education. The country analysis shows that the United States, the United Kingdom, and Australia lead the field, yet international collaboration networks remain limited. Overall, the study demonstrates that building technology education in architecture has evolved into a digitally enhanced and pedagogically diversified field, underscoring the need for more integrated global research efforts.