From "Drawing" to "Model": Research on the Reconstruction of Landscape Architecture Teachers' BIM Teaching Competence under the Background of New Engineering Education: A Case Study of Zhaoqing University

Abstract

The development of new engineering disciplines has imposed new requirements for digitalization and interdisciplinary integration in landscape architecture talent cultivation, with BIM technology proficiency becoming a critical competency for industry transformation. However, current BIM education in landscape architecture programs faces the persistent challenge of "teacher preparation lag" —teachers 'BIM knowledge reserves, technical capabilities, and instructional adaptation skills remain core bottlenecks constraining educational quality. Using Zhaoqing University's landscape architecture program as a case study, this research systematically diagnoses three pedagogical dilemmas through questionnaire surveys, in-depth interviews, and teaching action research: knowledge fragmentation, tool instrumentalization, and formalized teaching approaches. Based on these findings, we propose a teacher development pathway encompassing "cognitive restructuring, competency reconstruction, and instructional redesign," while establishing a tripartite competency enhancement mechanism integrating project immersion, workshop empowerment, and interdisciplinary collaboration. The study reveals that the essence of teachers' BIM instructional competence lies not in software proficiency but in cognitive transformation—recognizing BIM as an "information carrier" rather than a "drawing tool" —alongside corresponding curriculum restructuring capabilities and industry-academia collaboration skills. This research provides actionable frameworks for teacher development in landscape architecture programs at regional universities within the context of new engineering education.