ADAPT2SDG – A Decolonised Architectural Pedagogical Typology

Despite growing interest in embedding decolonised pedagogies into architectural education, there remains a critical need to articulate their defining characteristics and to examine how they intersect with global sustainable development frameworks. Deeply rooted in Eurocentric principles, conventional pedagogies often marginalise non-Western perspectives and fail to integrate social equity, environmental sustainability, and cultural inclusivity. Efforts to address inclusivity and social responsibility frequently fall short of tackling embedded power imbalances. This study investigates how decolonised pedagogical approaches can both align with and enrich international sustainability agendas. Employing a three-phase, mixed-methods design comprising open-ended case exploration, NVivo-assisted thematic and keyword analysis, and a structured sustainability-alignment review, five innovative educational initiatives spanning Africa, South America, Europe, South Asia, and Australia were examined. The analysis revealed twelve foundational characteristics of decolonised architectural pedagogy, which were synthesised into five core pillars: ecological responsibility, social equity, historical awareness, community engagement, and interdisciplinary practice. The characteristics and the pillars are conceptualised into ADAPT2SDG, a robust, adaptable typology that bridges theoretical discourse on decolonisation with practical curricular applications. ADAPT2SDG empowers architectural educators to foreground local knowledge systems within global sustainability agendas. The study concludes with a call to action for educators and institutions worldwide to adopt and adapt the ADAPT2SDG framework, thereby advancing knowledge sovereignty and making meaningful contributions to global sustainable development.