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There is a genuine concern that the current level of sustainability education provided in the mainstream architectural curricula is no longer sufficient to combat urgent climate challenges, and that a stronger interdisciplinary approach needs to be followed where architectural students are formed and empowered with a different pedagogical paradigm, better tools, and diverse sets of skills. This paper examines the various pedagogical approaches to the teaching and learning of environmental design principles and practice in architectural education with a focus on recurrent methods applied in specialist curricula in the UK. An in-depth analysis of a pedagogical case study based on the eight-year experience of the Architecture and Environmental Design MSc course at the University of Westminster is presented with reference to the pedagogical methods identified in the literature. A reflective exercise based on the specific methods adopted in the course and examples of students’ outputs and experiences allows a critical evaluation of the pedagogical case study. The paper concludes by highlighting the challenges and opportunities of introducing climate literacy at postgraduate level and the benefits of adopting a research-led approach based on collaborations with industry partners.

ESG (Environmental, Social, & Governance)

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