An educational contribution to applicable digital twins through BIM integrated curriculum development in architecture

With regard to the UK policy paper on National Data Strategy published in 2020 and the National Digital Twin Programme (NDTP) being led by the Centre for Digital Built Britain (CDBB) at the University of Cambridge, this paper aims to present and discuss a new strategic framework that integrates BIM into architectural education in a systematic way in order to establish a digital twin (DT) oriented curriculum, which focuses on professional competence development of architecture students to be prepared for DT related design practice. Contents: This paper consists of three interconnected parts, including a systematic literature review to clarify the needs for a DT oriented architecture curriculum to be underpinned by modules relating to the digital design, construction and operation of buildings; a strategic framework to facilitate BIM pervasive learning in architecture education that can develop the body of knowledge of DT for architecture students; and a structured discussion to reflect essential connections from the described strategic framework to the RIBA core curriculum in continuing professional development (CPD) and current practices on DT in the architectural, engineering, construction, and operation (AECO) sectors towards the Industry 5.0 revolution. Implications: It is expected that this paper can timely inform both academic research and education practice in the subject of architecture for the development and enhancement of an inclusive curriculum for students to be better prepared for professional collabotations in DT driven practices. For academic research into DT for the built environment, this paper establishes a view on the scope and structure of professional knowledge in architecture to support BIM driven DT practices. For education practice in the built environment, this paper puts forward a strategic framework that can enable BIM integrated architecture curriculum development in order to reflect the need for and requirement on professional competence in DT practices.