Exploring Possibilities for an Integrated Framework to foster Sustainability in Architectural Education: A Case study of the Tunisian schools of architecture.

Enhancing the implementation of principles and values of sustainability brings new responsibilities and challenges in architectural education. This paradigm admits several definitions and various ambiguities that can be seen from diverse angles and multidisciplinary visions. Therefore, a growing number of pedagogical experiences have been conducted, such as the European project EDUCATE, in order to improve understanding and develop knowledge, skills, and abilities needed to integrate sustainable energy education into the architecture curriculum. The paper provides a literature review on architectural education, examining this experience outcomes to identify teaching methods and theories for developing this complex approach. An investigation of programs in Tunisia is conducted based on preliminary content analysis of the online and printed prospectuses. The research aims to investigate the underexplored possibilities of the incorporation of sustainability into architectural education in Tunisia, drawing inspiration from the European project EDUCATE. The conclusion presents a roadmap for an integrated framework of the pedagogical Tunisian context balancing it with the norms defined by local particular specificities.