empower students to explore new design possibilities and streamline their workflow . Ultimately , by fostering creativity and innovation in high school architectural technology education , educators can inspire the next generation of architects to push boundaries , challenge conventions , and make meaningful contributions to the field . ( Y . Alamri , p . 117-118 ).
IV .
Challenges in Implementing Architectural Technology Curriculum A . Lack of Qualified Instructors
The lack of qualified instructors remains a significant challenge in teaching architectural technology in high schools . Despite the growing demand for architectural education , there is a shortage of experienced professionals who are capable of delivering up-to-date and practical knowledge to students . This shortage often results in compromised learning experiences and limited exposure to the latest industry trends and technologies . As a result , students may not be adequately prepared for further studies or careers in the field of architecture . To address this issue , it is imperative to invest in the professional development of current teachers and attract more qualified individuals to the teaching profession . By providing opportunities for ongoing training and mentorship , educators can stay abreast of advancements in architectural technology and better equip students for success in this dynamic field . ( Md . jahangir Alam et al .).
B . Limited Resources and Funding
Limited resources and funding present significant challenges in teaching architectural technology in high schools . Without adequate funding , schools may struggle to provide the necessary materials and equipment for hands-on learning experiences in drafting , modeling , and construction . Additionally , the scarcity of resources can hinder the acquisition of up-todate software and technologies essential for teaching modern architectural practices . Limited resources also impact faculty development , as educators may not have access to professional development opportunities or training workshops to enhance their knowledge and skills in architectural technology . These constraints can impede the overall quality of education provided to students interested in pursuing careers in architecture or construction . Addressing
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