Transforming Architectural Programs to Meet Industry 4.0 Demands: SWOT Analysis and Insights for Achieving Saudi Arabia’s Strategic Vision

Abstract

The Fourth Industrial Revolution (Industry 4.0) has profoundly transformed industries worldwide through the integration of advanced digital technologies, including artificial intelligence, digital twins, building information modeling (BIM), and the Internet of Things (IoT). The Architecture, Construction, and Engineering (ACE) sectors are increasingly adopting these innovations to meet the evolving demands of the global market. Within this dynamic context, Saudi Arabia has emerged as a front-runner and significant investor in this sector, as evidenced by the launch of ambitious mega-projects such as NEOM and The Line. These developments prompt valuable discussions about the readiness of graduates to adapt to rapid technological advancements and meet the current demands of the Saudi market. Although numerous studies have explored this issue, the Saudi context presents unique challenges and opportunities due to the accelerated pace of change within the ACE sectors, driven by the goals of Vision 2030. For this reason, this paper aims to address this gap by exploring the readiness of architectural programs in the context of Saudi Arabia to meet the demands of Industry 4.0. To achieve this, a comprehensive literature review was conducted, developing an analytical framework. Subsequently, a multiple-cases approach was employed, with an overall top-level discussion on the undergraduate architecture program subjects available in the five regions in Saudi Arabia. A combination of field observations, domain expertise, and evidence-based coding methods was employed to develop the SWOT analysis. The SWOT framework was utilized to identify key strengths, weaknesses, opportunities, and threats within the current academic programs. The findings were then analyzed in a comprehensive discussion, highlighting necessary transformations in existing programs. The methodology employed in our study involves prolonged engagement and persistent observation to enhance the quality and credibility of the discussion. This paper serves as a roadmap for guiding future educational reforms and aligning architectural education with emerging industry demands and technological advancements in the field. Four key themes are essential for aligning architectural education with Industry 4.0: sustainability in the built environment, innovation and creativity, digital applications in the built environment, and entrepreneurship and leadership in venture engineering. It also strongly emphasized sustainability courses and noted notable deficiencies in preparing students for a digitally driven professional landscape. For example, the average program comprises 162 credit hours and 58 courses, with only six related to Industry 4.0. The top five institutions offering Industry 4.0 courses ranked from highest to lowest are ARCH-U11, ARCH-U8, ARCH-U3, ARCH-U4, and ARCH-U15. ARCH-U11 offers the most Industry 4.0 courses, totaling 15, which account for 26.8% of its courses and 15% of its credit hours, in contrast to ARCH-U20, which offers no courses. The novelty of this research lies in its comprehensive analysis of the readiness of architecture program curricula from 20 Saudi universities to meet the requirements of Industry 4.0. Importantly, these findings support previous studies that established guidelines that mandate the inclusion of sustainability, innovation, and digital skills in architectural education programs. Contribution to the knowledge and findings is valuable for educational institutions, policymakers, and industry leaders, offering insights into evolving architectural education to meet future industry demands and foster technological innovation and sustainable development. Moreover, it provides actionable recommendations for curriculum development in alignment with Vision 2030. Contrary to expectations, findings show that lower-ranked universities offer more Industry 4.0-related courses than higher-ranked ones, emphasizing the need to align university evaluation standards with labor market demands.

1. Introduction

The Fourth Industrial Revolution (Industry 4.0) signifies a substantial transformation in the way technology is revolutionizing various facets of society, work, and daily life. This revolution is characterized by the integration of cutting-edge technologies that are reshaping industries, economies, and educational institutions [1]. It encompasses the progression of technology towards more automated processes and the incorporation of the Internet of Things [2].

In the context of Saudi Arabia’s Vision 2030, there is a pronounced focus on enhancing research and development within higher education to elevate the nation’s global standing [3]. The Vision 2030 framework has undergone extensive examination by various academic perspectives, revealing significant educational challenges that must be addressed to align with its objectives [4]. This vision calls for rapid transformations in the educational landscape to improve learning environments, refine teaching strategies, and update curricula to meet contemporary standards [5]. In response to Vision 2030, the Ministry of Education and various universities in Saudi Arabia have recently been actively digitizing educational information to advance the country towards a more technologically sophisticated future [6]. It is important to note that the vision statement encompasses several topics essential for enhancing the education sector in relation to digital industries, including entrepreneurship and innovation, leadership development, and sustainability.

Furthermore, according to the Saudi Global Ranking from the Education and Training Evaluation Commission in 2023, the education system in Saudi Arabia has experienced significant expansion, driven by government initiatives aligned with Vision 2030. For instance, the educational budget was approximately $51.2 billion in 2021 and $49.3 billion in 2022, making education one of the country’s most substantial national expenditures. This sector is crucial for aligning educational outcomes with labor market demands, emphasizing innovation, critical thinking, and technological integration to address future challenges. This led to the question, is there a presence and integration of the aforementioned Industry 4.0-related topics within the current architecture curricula?

Regarding the readiness of current architectural programs for Industry 4.0, educators and scholars have devoted considerable attention to enhancing educational programs and curricula across various disciplines. For instance, significant advancements have been made in areas such as construction engineering education, e.g., [7], the Construction Technology Program, e.g., [8], and Digital Architecture Technology, e.g., [9]. Additionally, research has been conducted on students’ readiness levels for the 4.0 Industry in various countries like Bahrain, e.g., [10], and Korea, e.g., [11]. For example, a survey study conducted by Shuhaimi et al. [7] examined the integration of Industry 4.0 concepts into construction management education among undergraduate and postgraduate students at Universiti Teknologi MARA (UiTM). Findings highlighted a gap between current curricula and the skills required for an Industry 4.0-ready workforce and revealed challenges such as traditional curricular structures and insufficient Industry 4.0 facilities that hinder the effective adoption of Industry 4.0 concepts. Similarly, a survey study by [8] explores the perspectives of Construction Technology academics from Malaysian vocational colleges regarding the implementation of aspects related to the Fourth Industrial Revolution (Industry 4.0). The results indicate that the level of implementation and readiness in construction technology, as perceived by these academics, is high. However, from university-level programs to vocational school programs, a similar study conducted by [9] aimed to identify the needs for drafter/technician facilities and infrastructure in light of technological advancements required by Industry 4.0. The quantitative data revealed nine essential software and hardware needed for drafters/technicians, including AutoCAD, ArchiCAD, SketchUp, advanced software such as Revit, Constructware, Ecotect, Photoshop, 3ds Max, Civil 3D, Corel Draw, and 2D and 3D printers. Meanwhile, an attempt was made by [10] to explore factors influencing institutional readiness for Industry 4.0 education and develop a conceptual model based on insights from 28 experts across Bahrain’s educational, industrial, and governmental sectors. Key findings emphasize the need for flexible educational reforms, strategic alignment, and program-driven innovation to address skills, student, public, and research-focused demands for Industry 4.0 readiness.

Despite the growing body of research, there has been no investigation into whether the current architecture curriculum aligns with Industry 4.0 in general and specifically with Saudi Arabia’s Vision 2030 objectives. Specifically, the lack of comprehensive analyses on the curriculum content, digital competencies, and integration of advanced technologies such as artificial intelligence, building information modeling (BIM), and smart technologies in architectural education leaves a substantial void in the literature.

For this reason, this paper aims to explore the readiness of current architectural programs for Industry 4.0 in Saudi Arabian universities. To achieve this, three main objectives are the following: (1) Review the literature; to identify potential categories/themes/subjects that can be utilized to explore the readiness of the educational program for Industry 4.0 in general and specifically within the architectural program; (2) Carry out the case study; to explore the Industry 4.0-related courses that are currently offered in the architectural programs; (3) Analyze qualitative collected data and use the (analytical) framework developed in objective 1; to inform/explore further about Industry 4.0-related courses. In this context, this study attempted to contribute to the knowledge base by exploring whether the current architectural program is prepared for Industry 4.0 and identifying any subsequent related needs. Furthermore, curriculum analysis is essential as it can help determine the type and number of courses related to Industry 4.0. In addition, this research can provide valuable insights into current topics taught in the case study area, thus providing a key basis for the design of future architectural education curricula to be later aligned with the 5.0 industry revolution that emphasizes sustainability, flexibility, and people-centered approaches to achieve Vision 2030 as a future direction to enhance innovation and environmental resilience. Following this, while Industry 4.0 offers transformative opportunities through advancements in artificial intelligence, the Internet of Things (IoT), and robotics, there are significant challenges that hinder the full realization of these benefits. Key issues include a lack of skills, inadequate availability of labs, and a lack of advanced software tools necessary to address current and future industry demands. Addressing these challenges is crucial to ensuring that architectural education evolves to meet the requirements of a rapidly changing professional landscape.

The rest of this paper is organized into the following sections. Section 2 presents the findings of the literature review. Section 3 highlights the research method and data collection techniques adopted. Section 4 represents the results of the case studies. Finally, the discussion and conclusion are presented in Section 5 and Section 6.

2. Literature Review

2.1. Criteria Used for Architecture Programs Development in Saudi Universities

In Saudi Arabia, the educational landscape for architecture programs is shaped by various national and international accreditation bodies establishing standards and criteria to ensure quality and relevance in architectural education. Academic accreditation is crucial as it validates the educational program and enhances the credibility of institutions and their graduates within the professional field. For instance, in many countries, such as the United States, the National Architectural Accrediting Board (NAAB) plays a significant role in this process, while in Europe, the European Association for Architectural Education (EAAE) provides guidelines for architectural education across its member states. Nonetheless, on a national level, the Education and Training Evaluation Commission (ETEC) serves as the accrediting entity. These accreditation bodies typically assess programs based on criteria, e.g., curriculum content, faculty qualifications, facilities, and student outcomes, ensuring that graduates are well-prepared to meet professional demands [12]. In addition, accreditation standards often emphasize the need for a comprehensive curriculum that integrates theoretical knowledge with practical skills. This includes focusing on design, technology, history, professional practice, and understanding social, cultural, and environmental contexts. These accreditation bodies also require programs to demonstrate continuous improvement through regular assessments and feedback mechanisms, necessitating that curricula are updated regularly to reflect current trends and technologies in architecture practice [13].

The rapid evolution of technology, sustainability practices, and societal needs necessitates architecture schools to remain agile and responsive in their educational offerings, ensuring that students acquire the latest knowledge and skills (13). Consequently, many educational leaders emphasize that collaboration between architecture schools and industry professionals is vital to architectural education. One example of this collaboration is internships; many programs establish partnerships with local firms, organizations, and practitioners to provide students with real-world experience through internships, workshops, and collaborative projects. Not only that, but such partnerships also enhance the learning experience and facilitate networking opportunities for students, which can be crucial for their future employment [14]. For this reason, internship programs are often a requirement in architectural education, allowing students to apply their theoretical knowledge in practical settings, gain insights into the profession, and develop essential skills such as teamwork, communication, and problem-solving [15].

Saudi Vision 2030 aims to expand employment opportunities for Saudi nationals through strategic initiatives. For instance, megascale projects have been launched to stimulate investment, diversify the economy, and develop non-oil sectors such as tourism, technology, and entertainment. As shown in

Table 1. Shows examples of the most significant projects in Saudi Arabia.

Project	Description	Estimated Cost	Status	Estimated Number of Employees
NEOM (The Line, Oxagon, Trojena and Sindalah)	NEOM is a futuristic region in northwest Saudi Arabia powered by 100% renewable energy. Led by the Public Investment Fund, NEOM is a place that prioritizes people and nature, creating a new model for sustainable living, working, and prospering. It is a place where humanity can progress without compromising the planet’s health.	$500 billion	Sindalah is set to be the first destination to open in 2024, and Trojena will host the 2029 Asian Winter Games.	Approximately 380,000 direct and indirect jobs by 2030
King Salman Park	in Riyadh, Saudi Arabia, set to become the world’s largest urban park. Covering an area of 13.4 square kilometers, it is designed to be the “green heart” of Riyadh and will include a variety of cultural, recreational, and ecological amenities.	$9.4 billion	The completion date for King Salman Park is 2027	Up to 70,000 new jobs across four major projects in Riyadh: King Salman Park, Sports Boulevard, Green Riyadh, and Riyadh Art
Red Sea Project	is a large-scale tourism development on the west coast of Saudi Arabia, spanning 28,000 square kilometers and including over 90 islands	$16 billion	The first guests were welcomed in 2023, and the development is ongoing, with a target completion year of 2030	Aims to create approximately 70,000 jobs
Qiddiya Entertainment City	Emerging capital for entertainment, sports, and culture in Saudi Arabia, with international sports arenas, concert venues, and theme parks, including the region’s first Six Flags. The project focuses on improving the quality of life and aims to provide young people with world-class leisure options, create jobs, and promote tourism within Saudi Arabia.	$8 billion	In progress, with some stages expected to be finished by 2025	325,000 Jobs
Diriyah Gate	A mega-project with a completely walkable, sustainable city that emphasizes energy efficiency, water conservation, wellness, and historic preservation.	$62.2 billion	Currently under development, the first openings are anticipated in 2024	178,000 direct and indirect jobs
King Salman Energy Park (SPARK)	A cutting-edge project in eastern Saudi Arabia, intended to become an industrial hub to link the world with the opportunities in the Saudi energy sector and beyond	$6 billion	Under construction, with completion expected by 2025	100,000 direct and indirect jobs.

, these projects are specifically designed to create significant job opportunities for Saudi citizens. However, achieving these objectives necessitates a focused effort to enhance the skills and knowledge of program graduates, which is crucial for meeting industry demands and ensuring sustainable economic and social development.

International exchange programs and partnerships are also prevalent in architecture education, enabling students and faculty to engage with global perspectives and practices. For example, many local and international architecture schools have established collaborations with institutions abroad, facilitating student exchanges, joint studios, and collaborative research initiatives. This exposure allows students and faculty to experience different cultural contexts and architectural practices, enriching the educational experience and preparing students for a globalized profession [12]. Additionally, it found that the presence of foreign faculty members and students within architecture programs fosters a diverse learning environment, encouraging cross-cultural dialogue and collaboration [16].

Moreover, industry-oriented research is considered another significant method for developing architectural programs. To illustrate this, research priorities in architecture schools often focus on sustainability, urban design, and technology integration in the built environment. These areas have become increasingly relevant as cities confront climate change, population growth, and resource management issues. In this context, several local research centers and institutes are actively contributing. For example, King Abdulaziz City for Science and Technology in Saudi Arabia is dedicated to advancing knowledge in these fields through innovative research and collaboration with industry stakeholders [17]. These centers frequently function as hubs for interdisciplinary research, bringing experts from various fields to address complex architectural challenges and promote sustainable practices [18].

Another method for managing and tracking graduates’ outcomes to align with the industry revolution is the existence of professional associations. Continuing education and professional development opportunities for architects are essential for staying current with industry trends. These professional associations, such as the American Institute of Architects (AIA) and the Royal Institute of British Architects (RIBA), offer a range of resources, including workshops, seminars, and certification programs, to support ongoing learning [19]. On a national scale, the Saudi Council of Engineers (SCE) and the Architecture and Design Commission (ADC) are the professional associations. These associations also advocate for the profession, providing networking opportunities and platforms for members to share knowledge and best practices [20].

2.2. Architecture Programs in Saudi Arabia

The Bachelor of Architecture program in Saudi Arabia seeks to adapt its curriculum to meet current and future market needs, ensuring its graduates are well-prepared for the dynamic landscape architectural industry. Highlight the importance of predicting future market demands through the use of AI and Big Data technologies to enhance student satisfaction, retention, and employability rates [21].

This strategic approach enables educational institutions to proactively identify and cultivate the competencies necessary for Saudi Arabia’s digital transformation into a leading regional and global for technology-driven innovation. Furthermore, in alignment with Saudi Vision 2030, which emphasizes the crucial role of education as a cornerstone for the country’s development, the Bachelor of Architecture program necessitates continuous evaluation and adaptation to address changing market dynamics [22]. By aligning the curriculum with Vision 2030’s objectives, graduates can not only excel academically but also contribute significantly to the workforce and the nation’s overall development.

Table 2. Shows the six competencies drawn from Vision 2030 and their descriptions.

Competency	Description
Technical Skills	Proficiency in advanced technologies and renewable energy, waste management, recycling, and pollution control, and expertise in urban planning and infrastructure development.
Soft Skills	Leadership, initiative, persistence, resilience, and social and cultural awareness are crucial for personal and professional development.
Vocational and Practical Skills	Emphasis on vocational trades and practical skills relevant to economic sectors, with a focus on innovation and entrepreneurship.
Educational and Training Skills	Competence in education and pedagogical methods, ensuring educational outcomes align with market needs.
Environmental and Sustainable Practices	Knowledge of environmental conservation techniques and ability to implement and manage renewable energy projects.
Management and Strategic Skills	Effective management of public services and government functions, with strategic planning and implementation skills for long-term development goals.

outlines key competencies and descriptions that can help guide the alignment between educational programs and market demands derived from Vision 2030. Along with skills development, innovation is crucial for Small and Medium Enterprises (SMEs) in Saudi Arabia [23]. Integrating innovative approaches and technologies into the Bachelor of Architecture curriculum nurtures creativity, problem-solving, and adaptability, qualities highly sought after in the contemporary job market. This integration also resonates with Vision 2030’s broader aims of fostering innovation and entrepreneurship across various sectors, including architecture and design. Moreover, considering the impact of technological advancements on the field, incorporating courses or specializations in geographic information systems (GIS) within the architecture curriculum can enhance students’ technical skills and competitiveness in the job market [24]. Additionally, integrating AI and digital technologies, as Al-Nsour (24) suggested, can further equip students for the ongoing digital transformation in the architectural industry. In addition, to address market needs effectively, the Bachelor of Architecture programs must also consider Saudi Arabia’s economic and social context. Stress the role of universities in ensuring a sustainable workforce amidst challenges like the COVID-19 pandemic [25]. In line with this, equipping students with adaptable skills and a profound understanding of the local labor market can bolster the resilience and growth of Saudi Arabia’s architectural sector.

Furthermore, the program should specifically address the unique requirements of the Saudi housing sector. For instance, by exploring the evolution of this sector through affordable housing initiatives [26], we can gain valuable insights into its development. Additionally, by integrating courses and projects focused on sustainable and affordable housing design, students will be equipped to meet societal needs and align with government priorities and market demands. Ultimately, this approach will foster a more responsive and impactful educational experience.

2.3. The Potential of the Fourth Industrial Revolution Technologies to Support the Entire Learning Process

The Fourth Industrial Revolution (Industry 4.0) is transforming industries worldwide, necessitating significant changes in educational curricula, particularly in fields like Architecture. Industry 4.0 encompasses the advanced digitization and automation of work, fundamentally changing the landscape of work, employment, and business operations [27]. This transformation is steered by cutting-edge digital technologies that are revolutionizing both work processes and lifestyles [28]. Industry 4.0 is characterized by a convergence of technologies across the digital, physical, and biological realms, leading to significant changes in various sectors [29]. This revolution is marked by technologies that are altering the way we live and work [30]. The term Industry 4.0 describes the current era of digitization, including digitally linked goods and services, advancements in smart cities and factories, and the increasing prevalence of task and service automation in both domestic and professional settings [31].

Within the context of Industry 4.0, there is extensive utilization of new technologies such as robots, artificial intelligence, Internet of Things (IoT), Big Data, Quantum Computing, and Quantum Communications, which are either replacing humans in specific tasks or creating new, more efficient tasks [32]. This revolution is propelling the development of more adaptable and innovative products and services, leading to the establishment of new value-added business models [33]. Furthermore, Industry 4.0 impacted economic activities like production, sales, and consumption and influenced education systems and student mobility [34]. It also reshaped industries, particularly in manufacturing and chain production areas, through the integration of advanced technologies [35].

Industry 4.0 necessitates training “digital” educators with diverse digital skills to meet the future educational requirements of learners at all levels [36]. Additionally, they help develop soft skills as the requirement of their employability and provide insights into technologies to improve the efficiency of the design, their applications, and operational methods. It is also transforming the architecture, engineering, and construction sectors from project-based industries to market-based industrialized processes [37]. This revolution instills changes in business and society, establishing new modes of production and consumption that significantly alter industrial systems [38]. Furthermore, the Industry 4.0 era represents the fourth major industrial era since the initial industrial revolution of the 18th century, indicating a notable shift in industrial development [39]. This revolution is compelling entrepreneurs to adapt their leadership qualities to meet the evolving demands of the digital age [40]. Moreover, Industry 4.0 is progressively gaining momentum, with innovations becoming faster, more efficient, and more widely accessible than ever [41].

Along with those mentioned above, the skill development for Industry 4.0 is critical in the building and construction sectors. Therefore, understanding the core concepts of Industry 4.0 can help graduates be adequately prepared to meet the demands of contemporary architectural design and construction practices, which increasingly require proficiency in digital tools and technologies. As a result, the current educational trends shed light on emerging architectural education trends, including integrating computational design, sustainable technologies, and building information modeling (BIM). These previous technologies can be categorized into two groups: those used for design and others used to enhance the learning and understanding of the student from complex concepts. The latter enhances content immersion, boosts student engagement, fosters interpersonal interaction, lowers costs and risks, simulates real-world work scenarios, and broadens study opportunities beyond time and space constraints [42].

In addition, Goldin et al. [43] emphasize the importance of integrating interdisciplinary and entrepreneurial engineering with game-based learning for engineering and architecture. They also highlight sustainable design and energy management as crucial components. Also, Jaafar et al. [44] focus on the adoption of emerging technologies such as augmented reality and autonomous construction in Malaysia, stressing the significance of green construction technologies and minimizing environmental impact. Moreover, Davis and Dubberly [45] propose rethinking design education by fostering relationships among technologies, space, and pedagogy. They advocate life-centered design, speculative design, virtual collaboration, and human-centered design approaches. However, Shuhaimi et al. [7] discuss the readiness of public universities to adopt Industry 4.0 technologies in construction management, emphasizing the use of mobile mixed reality, blockchain technology, and cyber-physical systems. Furthermore, Geropanta and Papamanolis [46] highlight the role of digital fabrication, material science, and smart manufacturing in architectural education and the importance of ethics, responsibility, and innovative learning strategies.

Fomunyam [47] addresses the challenges and possibilities for engineering education in Industry 4.0, focusing on creating maker spaces and hands-on laboratories, integrating cyber-physical systems, and promoting interdisciplinary approaches and industrial partnerships. Additionally, Taj and Jhanjhi [48] explore the transition towards Industrial Revolution 5.0, discussing the implementation of smart infrastructure, 3D printing in sustainable construction, robotics, AI in urban planning, big data, cloud computing, and IoT and smart sensors in building management. As well Ikudayisi [49] examines integrated practices in the Architecture, Engineering, and Construction (AEC) industry, emphasizing the use of Building Information Modelling (BIM), modular integrated construction techniques, technological enablers, innovative project management, and sustainability.

Sharma and Gupta [50] highlight the potential of cognitive digital twins and advanced manufacturing technologies to achieve sustainable development goals, focusing on digital twin technology, strategic alignment, and digital monitoring systems. Moreover, Leal et al. [51] address the impact of Industry 4.0 on architecture undergraduate courses, emphasizing digital preservation of architectural heritage, energy efficiency, and carbon emission analysis in building design, collaborative design and management, and the development of smart buildings. Overall, these principles collectively underscore the Industry 4.0 ’s transformative impact on architectural and engineering education. They highlight the necessity of integrating advanced technologies and sustainable practices into curricula to prepare students for the future.

According to the points discussed earlier, the integration of tools associated with the Fourth Industrial Revolution in architectural programs courses is indeed crucial. Nevertheless, while Industry 4.0 technologies hold substantial promise for enriching the entire learning process, their application within architecture programs in Saudi Arabia is still quite limited. At present, these advanced technologies are largely restricted to universities and are predominantly found in courses related to manufacturing. Here, it could be concluded that this underutilization highlights a significant gap that needs to be addressed to fully leverage the benefits of these innovations in the architectural education landscape.

In conclusion, previous studies highlight the crucial role of universities in enhancing program learning outcomes to align with the labor market requirements of the Fourth Industrial Revolution. Given that Saudi Arabia is one of the world’s leading industrial nations, there is a pressing need to assess the current status of academic programs and evaluate their compatibility with Industry 4.0 demands to achieve the goals of Vision 2030. Consequently, this study aims to be as a road map for improving the curricula of architectural programs, thereby bridging the gap between academic education and labor market needs.

3. Materials and Methods

To fulfill the study’s purposes, a qualitative methodology was employed to investigate the preparedness of the architectural programs for Industry 4.0 in the Saudi university context. As a result, case study methods are typically applied in exploratory research because such technique addresses what and how questions [52]. To attain this, the multiple cases technique was applied by reviewing the architectural study plan for undergraduate architectural programs located across five Saudi areas. The goal of this is to comprehend and investigate the degree to which Industry 4.0 has been incorporated into architecture school curricula and, consequently, the degree to which graduate students are able to bridge the gap in markets and practice. The rationale for adopting a multiple case study approach lies in its ability to capture diverse perspectives and provide a comprehensive understanding of the research problem across various contexts. This approach enables comparative analysis and the identification of patterns and variations between cases, which, in turn, enhances the depth and reliability of the findings.

Furthermore, in light of the educational literature review, the primary approach for investigating courses pertaining to Industry 4.0 and underlying themes is to utilize a qualitative data collection method. This is typically accomplished through the utilization of document analysis.

Twenty universities offering undergraduate architectural programs, distributed across five regions of Saudi Arabia, were selected for the case studies due to the availability of more information publicly and a set of criteria chosen. These programs uniformly adhere to a four-year curriculum structure. In addition to this, to ensure a rigorous and comprehensive analysis, the selection criteria for the selected architectural programs included in this study encompassed the following key considerations: (1) a combination of private and public institutions selected based on their most recent rankings provided by the Saudi Ministry of Education; (2) their geographical representation across the five regions of Saudi Arabia, ensuring comprehensive coverage; (3) their compliance with national educational standards and attainment of academic accreditation; (4) the diversity of courses offered; and (5) the accessibility of their curricula through official institutional websites.

The methodology employed in the current investigation is mainly based on a prolonged engagement coupled with the local investigators’ scientific observation to enhance the data’s quality and credibility. The logic behind choosing the prolonged engagement approach is that it entails being immersed in architectural education and involving the field for an extended period to comprehensively represent the educational practice in the chosen subject under investigation [53]. Continued observation and discussions among the investigators of the current study also allowed for the careful differentiation between relevant and irrelevant aspects of the education practice in the chosen context, enabling a thorough focus on the most significant elements. Through this approach, the researcher fully immersed themselves as an investigator-observer within the studied environment, ensuring a detailed and valid representation of the context and interactions under analysis.

Table 3. A list of previous studies using various approaches in other countries.

Authors	Research Design	Data Collection	Country	Major Findings
[7]	Survey Study	Questionnaire	Malaysia	Challenges include traditional construction management curricular structure and lack of IR 4.0 facilities hindering the implementation of IR4.0 in construction management education.
[8]	Survey Study	Questionnaires	Malaysia	Implementation and readiness of vocational college academics in Malaysia in the field of Construction Technology are at a high level.
[54]	Multiple Case Studies	Interviewees, observation secondary data	Brazil	Industrial Engineering instructors and academics argue about revisiting their curricula and better prepare postgraduate students for the challenges imposed by Industry 4.0
[11]	Survey study	Questionnaires	South Korea	IoT is the most unfamiliar technology, whereas 3D printing is the most well-known. Students may possess limited knowledge about Industry 4.0. They seem to believe it will bring many changes to South Korea.
[10]	Case study	Interview	Bahrain	Essential reforms include enhancing educational flexibility, funding, curriculum restructuring, and talent development. Key focus areas are skills-based lifelong learning, student-centered agile specializations, public programs for mindset transformation, and research initiatives to sustain competencies.
[9]	Case study	Questioner	Bogor	Software and hardware types needed by the drafter/technician are (1) AutoCAD; (2) ArchiCAD; (3) SketchUp; (4) Complex software such as Revit, Contructware, and Ecotect; (5) Photoshop; (6) 3ds Max; (7) Civil 3D; (8) Corel Draw; and (9) 2D and 3D printers.
[55]	Survey Study	Questionnaire	Saudi Arabia.	Results indicated a significant gap between students’ perceptions and employers’ expectations. Employers gave more importance to essential communication, interpersonal skills, and creativity, while students considered their technical capabilities to be more critical in getting them jobs. Students’ skill level is less than their perceived importance of these skills.

shows similar interests in the field and various attempts to identify industries’ challenges in using Industry 4.0 technologies and required training schemes to support the technology implementations. However, most of them rely on limited samples with less evaluation of the context and no structured measures to be more exploratory and add analytical discussions to the literature. The lack of most studies is prolonged engagement in the education and industry sections to provide in-depth and contextual information to the literature.

As shown in Table 3 and based on the urgent need in the context of Saudi Arabia to investigate the current training needs and align them with Vision 2030, the method of this study is more qualitative and analytical. This approach, which was performed through document analysis, involved a thorough review and analysis of 20 educational institutions for architectural programs across universities in Saudi Arabia. This approach is useful for providing more expert views or firsthand evidence to be used as a roadmap to reform or adapt the new skills and knowledge in the training programs.

The course information was reviewed, including core and elective courses and their respective credit and contact hours. This process was essential for identifying related courses and calculating their percentages in relation to the total number of courses within each program, as well as the percentage of credit hours for each course compared to the total credit hours of the program, alongside the ranking of the universities. Moreover, this analysis was crucial for determining the number of courses related to Industry 4.0 and identifying potential emergent themes along with their corresponding courses. This approach contributed to formulating recommendations to advance and develop architectural education. The choice of the document analysis technique was well-justified, given its relevance to the case context and its widespread application in educational literature [54].

As part of the analysis of documents or information available online, the investigators adapted the coding and thematic analysis to identify, analyze, and interpret patterns or themes within the data [56]. This section outlines various steps of the analysis process adopted in this study as follows:

Phase 1: Literature review: The literature was reviewed to understand the current attempts to understand the alignments of the architectural school curriculums with Industry 4.0. This helps to explore possible courses and themes that can help to make more alignment between the educational programs and the Industry 4.0 requirements.

Phase 2: Observations and evaluation of the current state of play: The researchers collected relevant information, such as course codes or curriculums where available to the public and the industry or the country’s visions to be analyzed in relation to architecture and architectural engineering programs in Saudi Arabia. This collection was based on the criteria mentioned earlier. The chosen universities’ information is publicly available and accessible online or in various local versions. In addition, the universities’ names were kept confidential and referred to only by reference numbers.

Phase 3: Investigators’ local engagement: The prolonged engagement approach is used by being immersed in the local education and involving the field for an extended period to use the understanding generated in the field to make the analysis, interpretations, and recommendations more valid. As discussed before, the continued observation and discussions among the investigators of the current study also allowed for the careful analysis and forming of a discussion to be used as a base for developing an educational roadmap at the country scale. This step also aims to gain preliminary insights into the importance of incorporating Industry 4.0-related courses into academic curricula. While these insights were not included in this study, they provided a foundational perspective to position our study and guided this research and efforts to align academic outcomes with evolving market demands, thereby supporting the strategic goals of Saudi Vision 2030.

Phase 4: The coding process: This phase involves a series of steps as follows:

In the first step, before the coding process, thoroughly review the course information to establish a general sense of identifying the common courses related to Industry 4.0. As a result, it allowed the generation of a list of initial codes. In the second step, each course was reviewed, focusing on program credit hours, course names, course types (practical, theoretical, or both), course descriptions, and their classification (core or elective). All data were compiled into a single table and compared across the entire dataset. This process facilitated the identification of the initial codes. In the third step, the initial list of course codes was compared with insights from the literature review, including Saudi Vision 2030 and Industry 4.0 components. This comparison allowed for the identification of differences and similarities within the coded data, which, in turn, helped to develop the second coding scheme. In the fourth step, another list of codes was reviewed and used to identify themes, which were then grouped based on their meanings. This process also facilitated the identification of additional codes to refine the second list. These emergent themes were subsequently identified and aligned with the literature review. This study revealed four overarching themes derived from the coded data: sustainability, innovation, digital applications, and entrepreneurship. These themes represented recurring patterns and key topics across the dataset in relation to the research question, as outlined by Braun and Clarke (2006) [56]. In the last step of this phase, the emergent themes were reviewed and discussed multiple times with the research group, resulting in further refinement and enhancement of their meaning and significance. Moreover, courses were categorized as Industry 4.0-related based on their alignment with the principles of Industry 4.0, which emphasizes digital transformation, innovation, sustainability, and entrepreneurship. The categorization process involved multiple steps, including extracting course descriptions from the architectural programs, grouping related courses, and revisiting relevant literature to refine themes, as shown in

Table 4. Demonstrates the themes and codes with examples of the Architectural programs.

Themes	Codes (Courses)	Examples of Architectural Programs	No. Architectural Programs
3. Sustainability for the Built Environment	- Building Performance Sustainable Buildings, - Building Energy Management, - Smart Buildings, - Building Energy Analysis, - Climate and Architecture, - Introduction to Environmental Control, - Sustainability in Architecture, - Building Codes and Legislation, - Computer for Environmental Design, - Energy and Design 1 and 2.	ARCH-U1 ARCH-U4 ARCH-U5 ARCH-U6 ARCH-U8 ARCH-U9 ARCH-U10 ARCH-U11 ARCH-U12 ARCH-U13 ARCH-U15 ARCH-U16 ARCH-U17 ARCH-U18 ARCH-U19	15
4. Innovation and Creativity	- Critical Thinking, - Thinking Skills and Learning Styles, - Critical Thinking and Problem-solving, - Research, Innovation, and Intellectual Property - Creative and Innovation, - Design Thinking.	ARCH-U1 ARCH-U4 ARCH-U8 ARCH-U9 ARCH-U11	5
5. Digital Applications in the Built Environment	- Introduction to Computer Science, - Intro. to Programming in Python and C, - Introduction to Data Science, - Intro. to Artificial Intelligence, - Special Topics in Computer Applications, - Parametric Design, - Introduction to Artificial Intelligence, - Computer Programming, - Computer Skills and Computer Science.	ARCH-U1 ARCH-U2 ARCH-U3 ARCH-U4 ARCH-U5 ARCH-U6 ARCH-U7 ARCH-U8 ARCH-U9 ARCH-U10 ARCH-U11 ARCH-U15 ARCH-U16	13
6. Entrepreneurship/Venture Engineering and Leadership	- Leadership and Entrepreneurship, - Leadership and Teamwork, - Entrepreneurship and Venture Engineering, - Leadership in Energy and Environmental Design	ARCH-U3 ARCH-U4 ARCH-U5 ARCH-U7 ARCH-U8 ARCH-U9 ARCH-U10 ARCH-U11 ARCH-U16	9

. For courses that were borderline or ambiguous in connection to Industry 4.0, additional verification was conducted through cross-referencing with Industry 4.0 definitions and principles to decide whether these courses contributed directly to Industry 4.0 competencies or objectives. This rigorous process ensured that only courses explicitly contributing to Industry 4.0 themes were included, thus minimizing subjectivity in categorization.

In addition, the percentage of these courses was calculated based on the total number of courses in each program, the percentage of credit hours for each course based on the total credit hours of the program, and the ranking of the universities.

4. Results

4.1. Current Efforts to Address the Gap

Analysis of secondary data from Scopus reveals a significant trend toward integrating Industry 4.0 concepts and requirements into architectural education globally. As shown in Figure 1, research interest in this area has been steadily rising from 2016 to 2023, with a notable increase from 40 papers in 2022 to over 50 in 2023. The total number of papers published in this field from 2008, when the first paper was published, until the end of 2023, is 227. The consistent growth in publications since 2016 indicates that the transformation of architectural pedagogy and curriculum is underway, with more programs worldwide adapting to incorporate new technologies and meet evolving industry demands.

Considering a wider range of search terms and associated programs such as building construction, the outcome will double in terms of publications. The use of “architecture* OR “architectural design” OR “Construction industry” OR “Building Construction” OR building” will result in 459 publications in the field.

As shown in Figure 2, research interest in this area has risen steadily from 2016 to 2023, with a notable increase from fewer than 80 papers in 2021 to over 100 in 2023. Although publication numbers in 2022 and 2023 remained stable, there were significant increases in earlier years, particularly in 2016 and 2021. Since 2008, when the first paper on this topic appeared, a total of 459 papers have been published, with consistent growth since 2016 (except for a minor decline before 2021). This growth reflects an ongoing transformation in architectural pedagogy and curriculum as more programs globally incorporate new technologies to address evolving industry demands. While this may respond to industry needs, there is no evidence yet that these changes have fully addressed the shortage of graduates skilled in advanced digital technologies for architectural design and construction roles.

4.2. Case Study Analysis: Saudi Arabian Industry

As Saudi Arabia embarks on ambitious mega-projects like NEOM and others within the Vision 2030 framework, there is a pressing need for architectural graduates who are well-versed in Industry 4.0 technologies. These projects demand a workforce equipped with traditional architectural skills and a strong foundation in digital innovation, sustainability, and smart building practices. Without substantial curriculum updates to address these needs, Saudi universities risk producing graduates who may lack the competencies required to drive such transformative projects. This paper, therefore, aims to explore the readiness of architectural programs in Saudi Arabia to meet these new demands, evaluating current curricula against the requirements of Industry 4.0 and identifying areas for improvement to better prepare students for the evolving ACE landscape.

Saudi Arabia is undertaking some of the world’s ambitious construction and urban development projects, with NEOM, the Red Sea Project, Qiddiya, and Diriyah Gate showing these ‘mega-projects’ construction and design complexity. See Figure 3 for examples of such projects. NEOM alone, a $500 billion smart city development, encompasses multiple regions, including The Line, a 170 km linear city designed to house millions, and Oxagon, envisioned as the world’s largest floating industrial complex. These projects have unique designs, and they need new technologies to be used to construct and operate efficiently. These projects require a vast and highly skilled workforce across AEC sectors to meet their innovative, sustainability-driven goals. Consequently, the demand for professionals trained in advanced digital and sustainable building techniques is growing rapidly. This unprecedented development in the industry surge highlights a pressing need for Saudi Arabia’s educational institutions to align their architectural and construction programs with the demands of Industry 4.0 to prepare graduates to effectively contribute to these transformative projects.

4.3. Case Study Analysis: Saudi Arabian Education in Architecture

To meet the study’s aims, 20 local academic programs of Architectural/Architectural Engineering curricula in five Saudi Arabian regions were reviewed, as shown in

Table 5. Total and percentages of courses and credit hours of programs that are related to Industry 4.0.

Code	Total Program Credit Hours	Total Number of Courses	Number of Courses Related to the 4.0 Industrial Revolution	The Total Credit Hours	% From the Total Number of all Program Courses	% From Total Credit Hours of all Program Total
ARCH-U1	160	55	8	10	14.5	6.3
ARCH-U2	172	70	6	11	8.6	6.4
ARCH-U3	176	64	10	25	15.6	14.2
ARCH-U4	166	60	9	24	15.0	14.5
ARCH-U5	171	66	7	16	10.6	9.4
ARCH-U6	155	52	4	9	7.7	5.8
ARCH-U7	210	63	5	18	7.9	8.6
ARCH-U8	163	52	9	27	17.3	16.6
ARCH-U9	177	58	8	18	13.8	10.2
ARCH-U10	168	70	8	19	11.4	11.3
ARCH-U11	168	56	15	25	26.8	14.9
ARCH-U12	152	64	3	9	4.7	5.9
ARCH-U13	138	49	4	12	8.2	8.7
ARCH-U14	134	45	1	2	2.2	1.5
ARCH-U15	150	61	8	24	13.1	16.0
ARCH-U16	160	49	5	14	10.2	8.8
ARCH-U17	134	46	3	3	6.5	2.2
ARCH-U18	170	71	3	9	4.2	5.3
ARCH-U19	153	55	1	3	1.8	2.0
ARCH-U20	164	58	0	0	0.0	0.0

and Figure 4. In this context, the thematic analysis for these 20 local curricula revealed four main themes that emerged as follows: (1) Sustainability for the Built Environment, (2) Innovation and Creativity, (3) Digital applications in the Built Environment, and (4) Entrepreneurship/Venture Engineering and Leadership. It is interesting to note that some of the courses under those themes mentioned above came from various academic disciplines, such as Business, Engineering, and Computer Science Schools. As an illustration, Critical Thinking and Problem-solving, Leadership and Entrepreneurship, IT Skills, Computer Science, Intro. To Programming in Python and C, Intro. To Artificial Intelligence, Introduction to Data Science. Additionally, it is essential to emphasize that this study does not concentrate on the implicit skills embedded within the taught courses. However, all explicit courses directly related to the Fourth Industrial Revolution concepts have been included in the analysis.

The data analysis shows that the average number of credit hours for all (20) selected programs is (162), with an average of (58) courses offered. Of these, the average number of total program courses is six courses, representing approximately 10% of the total program courses, and are related to Industry 4.0, as shown in Table 5.

In this context, the data analysis identified that the five leading institutions offering Industry 4.0 courses ranked from highest to lowest: ARCH-U11, ARCH-U8, ARCH-U3, ARCH-U4, and ARCH-U15, as shown in Table 5. For instance, ARCH-U11 offers (15) related to Industry 4.0 courses, which constitute (26.8%) of total courses and (15%) of total credit hours. In second place, ARCH-U8 provides nine Industry 4.0-related courses, representing (17.3%) of its total courses and (16.6%) of its total credit hours. In third place, ARCH offers ten Industry 4.0-related courses, accounting for (15.6%) of its total courses and (14.2%) of its total credit hours. ARCH-U4 ranks fourth with nine Industry 4.0-related courses, which make up (15%) of its total courses and (14.5%) of its total credit hours. Finally, ARCH-U15 ranks fifth with eight courses, representing (13%) of the total courses and (16%) of the total credit hours. Notably, the highest number of Industry 4.0 courses is offered by ARCH-U11, with a total of 15 courses, while the lowest is that ARCH-U20 offers no courses. Figure 4 compares the percentage contribution of various courses (ARCH-U1 to ARCH-U20) in an architectural program based on two metrics: the total number of all program courses (blue bars) and the total credit hours of the program (red bars). The data reveal variability in how each course contributes to the program’s structure. For example, some courses, such as ARCH-U11, show a significantly higher contribution to the total number of courses compared to their share of credit hours, while others, like ARCH-U8, have a more balanced or higher representation in credit hours. This indicates that certain courses may carry fewer credit hours despite being more frequent in the curriculum, while others might carry more weight in credit hours but occur less frequently. The graph highlights how credit hours and course distribution are allocated across the program, reflecting each course’s varying importance and intensity.

Regarding ARCH-U11, the program offers 15 courses, including GE. Creative and Innovation, ARC. Building Codes and Specifications, ARCH. Computer Application in Architecture 1, ARCH. Computer Application in Architecture 2, ARCH. Environmental Control System, ARCH. Construction Technology, GE. Design Thinking, ARCH. Building System and Technologies, ARCH. Project Management, GE. Entrepreneurship and Venture Engineering, ARCH. BIM, ARCH. Green Building Design, ARCH. Building Performance, ARCH. Geometrical and Parametric Design, ARCH. Intelligent Buildings. Notably, the last five courses listed are designated as elective courses. Among the 20 architectural programs analyzed, the study identified the sustainability theme with the following courses, i.e., Sustainability in Built Environments, Project Management, and Environmental Control Systems, as the most frequently offered courses.

5. Discussion

This paper identifies and addresses the significant gap between the competencies of architectural graduates and the evolving demands of the industry, particularly in the context of Industry 4.0. The paper discusses that a few architectural programs have pioneered innovative curricula and intend to align their program with the industry needs. However, a majority of programs still need to consider some changes to their current courses to enhance the integration of the program with the industry’s needs as well as the emerging technologies associated with Industry 4.0. The observations of the investigators show that many programs adopted parametric tools, and they train students how to use basic BIM applications, ensuring that students will have minimal exposure to the broader range of digital tools and technologies critical for current jobs in the Architecture, Construction, and Engineering (ACE) fields. However, there is less evidence showing that recent advancements such as digital twin and metaverse technologies are integrated into relevant educational programs. These technologies are supposed to offer transformative potential for ACE industries, but their incorporation into current architectural curricula needs further investigation. The main potential challenges are the complexity of these technologies and the lack of enough examples, commercial applications, or benchmarks of successful implementations in various projects.

This discussion focuses specifically on Saudi Arabia as a case study, chosen for its role as the future host of prominent mega-projects in design and construction, such as NEOM and other ambitious urban and industrial projects. Through this case study, the paper provides original insights and a substantial understanding of current gaps in architectural pedagogy and curriculum, highlighting areas for improvement.

This understanding is structured using a SWOT analysis, summarizing Strengths, Weaknesses, Opportunities, and Threats in

Table 6. SWOT analysis of the architectural programs in the selected case study as a base for a roadmap for the education transformation.

Strengths	Weakness
The architectural programs provide fewer courses with a direct focus on sustainability, SDGs, and their practical applications. Alignment of the offered Industry 4.0 courses in a few of the programs with the objectives of Saudi Vision 2030. The selected courses have integrated Critical thinking and design thinking. The program curriculum undergoes a comprehensive revision every five years.	Insufficient integration of AI courses into the architectural programs. Computer science and programming courses are limited. Inadequate application of advanced technologies such as Building Information Modeling (BIM), Digital Twin (DT), Virtual Reality (VR), and Mixed Reality (MR). Partial absence of research methods courses in most programs.
Opportunities	Threats
Partner with industry leaders and professionals to facilitate practical learning experiences and student internships. Integrate case studies and project-based learning into the curriculum to enhance students’ problem-solving skills and real-world applicability. Utilize advanced technology and digital tools to create interactive and engaging learning environments that reflect contemporary professional settings. Evaluate and update the curriculum regularly based on emerging trends and technological advancements to maintain its relevance and impact. Encourage interdisciplinary collaboration by offering courses that bridge different fields of study in response to complex, real-world challenges.	Possible skills gaps. There is a noticeable skills gap between the competencies taught in existing architectural programs and, subsequently, in skills required for the industry, which leads to difficulties in hiring qualified local talent. Recruitment challenges: Some companies face challenges in recruiting local talents, relying on foreign employees to fill critical roles; this may affect team dynamics and project continuity. Challenges in the Construction Industry: The lack of graduates with the necessary skills negatively impacts the construction industry’s performance.

. Thematic analysis of the available information from the selected courses allows the investigators to categorize the courses into four main themes essential to future curricula: (1) Sustainability in the Built Environment, aligned with SDGs; (2) Innovation and Creativity; (3) Digital Applications in the Built Environment; and (4) Entrepreneurship and Venture Engineering. These themes highlight key areas for curriculum development to better align architectural education with industry needs and transformative technological advancements. Each of these four themes is explained as follows.

While the focus of the paper was Industry 4.0, during the investigation, it was revealed that architectural programs could emphasize the utilization of innovations to ensure the SDGs will be achieved by 2030. However, it was discovered that courses focused on sustainability principles were among the most frequently offered. For example, Building Performance, Sustainable Buildings, Building Energy Management, Smart Buildings, Building Energy Analysis, Climate and architecture, Introduction to Environmental Control, Sustainability in Architecture, Building Codes and Legislations, Computer for Environmental Design, Energy and Design 1 and 2, etc. By placing such emphasis, educational leaders are demonstrating their knowledge and understanding of the significance of incorporating sustainability concepts into the educational system, thereby significantly influencing the housing sector and national development to realize the 2030 Saudi vision. This aligns with existing literature, such as [27,57,58,59], which highlights the importance of focusing on the sustainability concept in architectural education.

The investigation of the innovation and creativity aspects of the chosen courses indicates that architecture has recently demonstrated a growing interest in introducing novel tools and methods to students. However, some architectural programs offer courses with a focus on innovation or critical thinking or recommend students choose them as elective or mandatory, which are not specifically designed for architecture students in particular. These programs include Critical Thinking, Thinking Skills and Learning Styles, Critical Thinking and Problem-solving, Research, Innovation and Intellectual Property, Creativity and Innovation, and Design Thinking. Five of the 20 selected programs had shown a strong or direct focus on this type of course. Others may have the concept of the practice of critical thinking as a part of assessments in other courses since the main part of the assessment in Studio courses or design courses are critical thinking and judgments. However, specific courses with relevant practices and assessments that can enhance students’ critical thinking and innovativeness would enhance students’ capability to be involved in unique and complex projects such as NEOM or others in line with the Saudi Vision 2030. This is also in line with the literature that ascertains the development of creative and adaptive problem-solving skills that are highly sought after in today’s competitive labor market; it is vital to incorporate innovation and creativity methods into architecture curricula [23].

Another investigation highlights the identification of whether the selected schools offer courses related to computer practices and computation. The investigation shows that courses such as Computer Drafting and Modelling Skills include Digital Media—2D, 3D and Animation—and Computer Aided Design I and II. However, some programs offered specific courses focused on the application of computers in architecture, such as Computer Applications in Architecture, BIM, Building Systems and Technologies, and Geometrical and parametric Design.

In line with this, some programs suggested or mandated students to enroll in courses related to AI, IoT, programming science, computer science, and skills, which Computer Science Schools typically offer. For example, Introduction to Computer Science, Intro. to Programming in Python and C, Introduction to Data Science, Intro. to Artificial Intelligence, Special Topics in Computer Applications, Parametric Design, Introduction to AI, Computer Programming, Computer Skills, and Computer Science.

Considering those mentioned above, the results show that most programs offered courses on digital applications, i.e., Computer Drafting and Modelling Skills. However, few concentrate on IoT and AI applications in the built environment. As a result, there is a need to prepare students for the growing digital transformation in architectural enterprises and to adapt to Industry 4.0. This study is consistent with the literature, such as [33,60], which emphasizes the pressing need for all architecture programs to extensively integrate cutting-edge technologies like robots, AI, the Internet of Things, and Big Data.

In the context of leadership, engineering management concepts and entrepreneurship could enhance the core competency of students who design to work at the project management levels or establish their local start-ups. The project management course was the most frequently offered related course among the selected programs. This course was provided to architecture students either through the architecture department or the business program. Nonetheless, only a limited number of programs included courses specifically focused on leadership and entrepreneurship, which were generally offered as general studies. Examples include Leadership and entrepreneurship, Leadership and teamwork, Entrepreneurship and Engineering Management, Leadership in Energy, and Environmental Design. Consistent with this, the results showed that less than half of the programs incorporated courses on leadership and entrepreneurship. This highlights a significant need to increase the emphasis on introducing courses in venture engineering, leadership, and entrepreneurship.

Enhancing the curriculum in alignment with Vision 2030’s goals—such as integrating entrepreneurship and innovation—will significantly benefit the workforce and contribute to the nation’s overall development [61]. The integration of digital applications and AI into the programs will better prepare students for the ongoing digital transformation in the industry, enhancing their employability and adaptability to market demands.

The current paper has theoretical, practical, and policy implications. These are discussed as follows: This research has significant practical implications, particularly in providing an analytical discussion to support decision-makers of educational institutions in updating their programs. Also, it can help practitioners and industry leaders plan complementary training courses for new graduates and juniors in their organizations. It deepens the current understanding of the importance of integrating various Industry 4.0 applications into academic programs or training schemes. These topics encompass sustainability, innovation, technical applications, digital applications and AI, entrepreneurship, and leadership. Improving their knowledge as stakeholders who represent external consultants for academic programs can positively influence the restructuring of architectural curricula. Consequently, this is expected to enhance the performance of the construction industry across multiple sectors, fostering a more skilled and knowledgeable workforce that is well-equipped to address contemporary issues and contribute to the achievement of Saudi Arabia’s Vision 2030. Furthermore, the educational process will be positively impacted by the introduction of new learning methods, strategies, digital tools, and production labs for teaching architecture students. This approach will cultivate essential skills, such as critical thinking and problem-solving, as well as practical skills that are necessary for success in today’s competitive labor market.

From a theoretical implication, this study could support educational designers in incorporating AI and relevant technologies with an interdisciplinary approach into architectural programs or relevant courses. This helps the graduates enhance architectural services and relevant business in the market. This integration is essential for fostering a comprehensive understanding of the built environment’s issues. Additionally, the current paper supports the proposition that the existing curriculums and programs need to be re-evaluated and revised to ensure the future workforce will support the Saudi Vision 2030 and can continue it in the following decade.

However, credit hours and course percentages reflect the development of professional competencies. For example, the courses categorized under themes like ‘Digital Applications’ and ‘Sustainability’ are explicitly designed to equip students with critical industry-relevant skills such as proficiency in BIM, parametric design, and sustainable building practices. These competencies are integral to aligning with the demands of Industry 4.0 and Saudi Vision 2030, particularly in preparing graduates to contribute effectively to technologically advanced projects. By analyzing the curriculum content through the lens of these themes, the paper demonstrates how the inclusion of specific courses translates directly into the technical, analytical, and entrepreneurial skills required for industry readiness.

Regarding Educational policy implications, this study highlights the importance of enhancing industry collaboration. Policies should foster collaborations between educational institutions and the architectural industry to facilitate the development of relevant curricula and provide students with opportunities for real-world experience, internships, and mentorship. Additionally, this study contributes to updated funding and resource regulations to support the creation of new courses and training in emerging technologies, ensuring students have access to recent knowledge and tools. Furthermore, this study advocates policymakers to establish guidelines that mandate the inclusion of sustainability, innovation, and digital skills in architectural education programs. This would ensure that all institutions could align curricula with national development goals and global best practices. By addressing these practical, theoretical, and policy implications, stakeholders can create a more robust architectural education framework that prepares graduates to meet the challenges of the modern built environment. It is important to note that all courses incorporating tools such as artificial intelligence, big data, GIS, and other digital technologies have been identified and are listed in Table 3. Examples include courses like Programming, Introduction to Programming in Python and C, Parametric Design, Introduction to Artificial Intelligence, and Building Energy Analysis. However, this study does not analyze the implicit use of such tools that may be independently employed by students or instructors outside the course contents.

Also, while the challenges and gaps in aligning academic programs with industry needs, particularly in the housing sector, are essential, they represent a specific issue. According to the findings of the thematic analysis, this challenge was addressed through several courses, such as Building Performance, Sustainable Buildings, Building Energy Management, Smart Buildings, Building Energy Analysis, Climate and Architecture, Introduction to Environmental Control, Sustainability in Architecture, Building Codes and Legislation, Computers for Environmental Design, and Energy and Design I and II. However, Design Studios were excluded from this study as their focus is primarily on project types rather than the adoption of digital transformation tools. It could be concluded that the overall approach of this study was more holistic, emphasizing broader themes and trends to align academic programs with Industry 4.0 advancements and Vision 2030 objectives.

Despite the significant contributions of this study in exploring the readiness of Saudi architectural programs for Industry 4.0, several limitations must be acknowledged. Firstly, this study primarily focused on analyzing program curricula to extract course names, types, numbers, credit hours, and contact hours related to Industry 4.0. However, it did not provide an in-depth interpretation of the existing curricula or assess the necessity for digital transformation tools. Therefore, future research incorporating interviews and surveys is recommended to obtain more comprehensive insights and expert recommendations. Secondly, the study relied on program curricula published on university websites during analysis. This introduces the possibility that newer versions of the curricula may be in progress or that the current curricula being implemented are not fully available online. Finally, this research focuses exclusively on architectural programs in Saudi Arabia, which limits the generalizability of the findings to other contexts.

6. Conclusions

The primary aim of this study is to explore the readiness of architectural programs curriculum in Saudi Arabia for the Fourth Industrial Revolution (Industry 4.0). The aim was fulfilled by adopting a multi-case study research approach, with the data collected from the curricula of 20 architectural programs across Saudi universities. An extensive literature review developed an analytical framework, incorporating the components of Industry 4.0 and alignment with the goals of Saudi Vision 2030. As a result, the thematic analysis revealed four key themes that are essential components of the architectural curriculum: Sustainability for the built environment, innovation and creativity, digital applications in the built environment, and entrepreneurship and engineering management and leadership.

Notably, some courses related to the themes originate from diverse academic disciplines, including Business, Engineering, and Computer Science. In addition, this study specifically focuses on courses that are directly linked to Industry 4.0 concepts. In this context, the findings reveal that the average number of credit hours across the (20) selected programs is (162), with an average of (58) courses offered. Within these programs, six courses are dedicated to Industry 4.0, constituting about (10%) of the total program courses. Moreover, the top five institutions offering Industry 4.0 courses ranked from highest to lowest are ARCH-U11, ARCH-U8, ARCH-U3, ARCH-U4, and ARCH-U15.

In terms of the course subjects, the findings indicate a significant emphasis on sustainability-related courses, highlighting the programs’ alignment with national development goals. However, while innovation and creativity are increasingly recognized in Vision 2030, their integration into architecture-specific courses remains limited. Furthermore, digital applications, especially in areas such as AI and IoT, are also underrepresented, suggesting a need for further curriculum development to fully meet the demands of Industry 4.0. Similarly, the focus on entrepreneurship and leadership is insufficient, with only a few programs offering relevant courses. In line with this, the findings suggest that educational policies should explicitly align with the objectives of Vision 2030, particularly in promoting entrepreneurship, innovation, and sustainability within the architectural sector. This alignment can enhance the overall effectiveness of educational initiatives in contributing to national development.

Also, to bridge the gap in integrating advanced technologies into architecture curricula, programs should consider incorporating emerging tools such as digital twin technologies and metaverse applications through dedicated courses, interdisciplinary projects, or enhancements to existing modules like design studios and computational architecture. In terms of novelty, the significance of this research lies in its comprehensive analysis of the readiness of architectural program curricula from 20 Saudi universities—57% of all universities—to meet the demands of Industry 4.0. The findings contribute to the existing body of knowledge by reinforcing the importance of integrating sustainability, innovation, and digital skills into architectural education programs, as highlighted by previous studies. This study provides valuable insights for educational institutions, policymakers, and industry leaders, offering a roadmap for evolving architectural education to address future industry requirements while fostering technological innovation and sustainable development. Furthermore, it presents actionable recommendations for curriculum development aligned with the strategic goals of Vision 2030. In contrast to expectations, the findings show that lower-ranked universities provide more courses linked to Industry 4.0 than higher-ranked ones, highlighting the pressing need to align university evaluation standards with labor market demands.

In addition, in relation to the pedagogical effectiveness or the extent to which these courses prepare students for Industry 4.0 challenges, further research should assess the pedagogical effectiveness of Industry 4.0-related courses in preparing students for Industry 4.0 challenges and explore the role of non-curricular activities, such as workshops, internships, and industry engagement programs. Therefore, future studies should examine the explicit linkage between proposed curriculum changes and the specific skill sets and technological demands of Saudi Arabia’s mega-projects, such as NEOM, to ensure alignment with the country’s Vision 2030 urban development goals. Since the findings present percentages, themes, and related courses, there is a pressing need for a more detailed interpretation of the data. For example, addressing issues such as “insufficient integration of AI” and “limited computer science courses” stem from curriculum rigidity, a lack of trained faculty, or resistance to change within the educational system? To address these questions, incorporating additional data collection methods, such as interviews or surveys, could provide valuable insights and support curriculum developers in addressing these challenges effectively.

In conclusion, while Saudi Arabian architectural programs demonstrate an awareness of Industry 4.0-related themes, there is a need for more comprehensive and targeted integration of these themes into the curricula. Strengthening these areas will better prepare graduates for the industry’s evolving demands and contribute to the broader objectives of Vision 2030, positioning Saudi Arabia as a leader in architectural innovation and sustainable development. Integrating digital applications and AI into the programs will better prepare students for the ongoing digital transformation in the industry, enhancing their employability and adaptability to market demands.