Though the arch4change project team were very cognisant of the significant gap in Climate Change Design (CCD) knowledge, skills and competencies for both students and educators in architectural education; as part of the arch4change Teacher Training Toolkit it was necessary to firstly take stock of what teaching and learning methods, setttings, challenges and opportunities were currently being utilised in the teaching of climate change design within schools of architecture.

To accompany the survey analysis – which focuses specifically on student and educator perspectives within the 5 partner academic institutions- this section presents both a paper summary and video presentation from from a systematic literature review, focusing on the barriers and successful pedagogical methods to meet the urgent challenge of integrating CCD in architecture education.  

Furthermore the focus of this work is on the educator, rather than the students they teach; focusing on the “how” rather than the “what” in terms of sustainability integration, with a specific set of research questions. Questioning the architecture educators' role, responsibilities, skills, and attributes, and concentrating on the approaches that successfully integrate CCD into architectural education, rather than evaluating all approaches.

Additionally, whilst this work provides a base from which the teaching and learning underlining issues can be understood,  related research undertaken by a member of our team Essi Nisonen is included to widen the pedagogical discussion.