To train motivated and successful students in the field of architectural engineering, their education in this field should guarantee their success and capability in their actual field of work after graduation. This is one of the most critical issues in creating academic motivation for architectural students. This motivation can be improved by empowering and preparing them to face the challenges of the professional environment outside the university. Blended education is essentially a type of educational approach that combines various traditional and contemporary educational methods to achieve better results and to cover the disadvantages and weaknesses of each. Blended education leverages diverse teaching methods and electronic tools to enhance motivation and address the shortcomings of traditional education. This research distinguishes itself by integrating book learning, classroom content, and professional experience, a gap often seen in architectural engineering education, where graduates may struggle in practical settings. Implementing blended learning is crucial to bridge this divide. The main cause of this problem can be attributed to the weakness of students in technical and engineering abilities, which is related to the field of building technology courses. Among the various effective factors, academic motivation is an important factor in student learning and performance. Architecture students in building technology courses often struggle with visualization, translating ideas into designs, drafting executive plans, and spatial reasoning. Therefore, teaching the principles of topics through a blended method can pave the way for constructivist learning and eliminate the shortcomings of architecture students. The purpose of this study is to examine and test the teaching method of building technology courses and its application in promoting personal enthusiasm and academic motivation of students in the field of architectural engineering. For this study, the technical design course, the most important building technology course, was selected as a case study. The technical design course deals with the building’s construction method. This course explores the relationship between architecture, structure, and facilities. To address technical design challenges, this study proposes an educational model integrating four constructivist methods: scientific rotation, project- and problem-based learning, and Building Information Modeling (BIM). Accordingly, the technical design course of the building was presented to one of two classes. The statistical population of this study consists of Iranian architectural engineering undergraduates in their final year who have completed the building technical design course. Accordingly, the subjects were selected from all final-year undergraduate students of architectural engineering at Islamic Azad University, Sanandaj Branch. This case study was chosen due to the authors' extensive teaching experience in this university unit and their familiarity with the educational environment and students, allowing for accurate data collection and research testing. The number of students in the technical design course was 36, of which 21 were boys and 15 were girls, who were equally divided into two experimental and control groups. The Macquarie and Munson Standard Questionnaire (RPII) was used to conduct the personal enthusiasm test, and the Harter Educational Motivation Questionnaire (HEMS) was used to conduct the academic motivation test. In this study, a quasi-experimental research design was carried out with a control group (control) and an experimental group, using a pre-test and post-test. Since two technical design classrooms were used for the experimental and control groups in this study, and the samples were not random, it was necessary to ensure that the groups were similar in terms of the variables under study before conducting the experiment. Therefore, at the beginning of the academic semester, pre-tests were conducted with t-tests with two independent samples to compare the level of personal enthusiasm and academic motivation of students in the two groups in the building technical design course. For the control group, the teaching method was implemented according to the architectural engineering syllabus approved by the Ministry of Science. However, for the experimental group, the teaching method was based on the educational model proposed in this study. To find out the effectiveness of the proposed educational method in this study, t-tests with two paired samples were used in both groups at the beginning and end of the academic semester. The research's theoretical foundations were established through a literature review, and SPSS software was used for descriptive and inferential statistical analysis of the tests. Independent samples t-tests were used for the pre-test, and paired samples t-tests were used for the post-test. Pre-tests showed no significant differences in enthusiasm or motivation between the two groups at the start of the semester. However, a paired-samples t-test revealed that the experimental group's academic motivation in the technical design course significantly improved from the beginning to the end of the semester after the implementation of the proposed educational model (t = -2.247, Sig. = .043). Therefore, the proposed educational model for the technical design course had positive effects in increasing students' academic motivation in this course. However, by conducting a post-test at the end of the academic semester, the research findings showed that the application of the proposed educational model was effective in improving the academic motivation of the students in the experimental group and had a significant advantage over the other group. Whereas, regarding personal enthusiasm, the significance level was about 0.1, which is a significant number, and the average ratings of the students in the experimental group were noticeably better than the control group, which means that the educational model proposed for the experimental group also had an impact on personal enthusiasm. The results of the study showed that the use of the educational method proposed in this study was effective in improving the academic motivation of the students in the experimental group and had a significant advantage over the control group. The use of technology and methods such as building information modeling and the use of architectural design software, scientific tours, etc., that support teaching and classes, improves the level of motivation and learning in students. Virtual software environments enhance student motivation by offering attractive, visually appealing spaces that engage the five senses. The three-dimensional design makes problem-solving and assignments more engaging, while learning valuable software further increases motivation. Therefore, the proposed educational model had a direct impact on the level of students' academic motivation and indicated the improvement of students' ability to perform technical design assignments. In conclusion, the success of the educational method in the technical design course improved students' academic motivation. Building information modeling within a constructivist environment effectively enhances their professional and practical skills.