A Decolonised Architectural Pedagogical Framework - An Imperative for Reform

What if architectural curricula no longer treated non-Western traditions as supplementary but instead positioned them as fundamental to shaping a truly inclusive and equitable built environment?

Imagine if decolonised pedagogy redefined the role of the architect, not as an authority, but as a facilitator who co-creates with communities to address historical and spatial injustices?

This essay examines the transformation of architectural education through the lens of decolonisation which challenges the dominance of Eurocentric frameworks and advocates a more inclusive, community-driven, and sustainability-focused approach. The essay critically engages with the systemic marginalisation of non-Western perspectives and underscores the necessity of integrating Indigenous and vernacular knowledge systems into architectural curricula. Drawing from five global case studies, a synthesis of key pedagogical characteristics is undertaken while mapping them to the Sustainable Development Goals (SDGs) to generate a new decolonised framework, ADAPT2SDG. The discussion unveils five fundamental pillars—ecological responsibility, social equity, historical awareness, community engagement, and interdisciplinary learning—that provide a foundation for embedding decolonised content in architectural and urban pedagogy. Repositioning marginalised voices at the core of pedagogical practice, the essay proposes a transformative and adaptable educational model that fosters greater inclusivity, responsiveness to local contexts, while reimagining the architect’s role in shaping equitable and sustainable built environments.