IN-PERSON Manchester Livable Cities

Abstract

Architectural education faces mounting pressure to address complex global challenges such as climate change, biodiversity loss, and the need for resilient urban environments. These issues are closely linked to the United Nations Sustainable Development Goals (SDGs), which necessitate significant adaptations in architectural curricula. In this context, Nature-based Solutions (NBS) constitute a vital area of new learning, demanding not only ecological literacy but also the capacity to design, justify, and assess measurable environmental performance. However, despite their increasing prominence in policy and professional practice, NBS are inconsistently integrated within architectural and Architectural Design Technology (ADT) programmes. This paper examines curriculum reform strategies that establish NBS as a fundamental architectural competency rather than an optional sustainability component. The study employs a mixed-methods research design, incorporating a critical review of academic, policy, and industry literature; qualitative thematic analysis of semi-structured interviews with architectural educators and practitioners; and reflective analysis of teaching practices within ADT and Modern Methods of Construction (MMC) modules at the University of Salford. The findings indicate a persistent gap between sustainability discourse in education and the performance-based skills increasingly demanded in professional practice. Essential learning outcomes are identified in key performance metrics such as stormwater management, thermal comfort, carbon sequestration, and biodiversity enhancement. These outcomes are aligned with policy expectations and professional frameworks established by RIBA and CIAT. In response, this paper proposes a scaffolded curriculum framework that integrates NBS throughout design studios, technical modules, and theoretical instruction.