<p>The 2017 Grenfell Tower fire in the UK revealed long-standing tensions within architectural education and practice, prompting critical reflection on the role of architects and the education and training systems in safeguarding the public. The tensions highlight the persistent challenge of integrating professional accountability, ethical responsibility, and technical competency into a coherent pedagogical model. This study critically investigates the pedagogical transformation of architectural education in the Post-Grenfell context, focusing on the Mackintosh School of Architecture at the Glasgow School of Art as a case study. Using a qualitative and document-based methodology, the research analyses the curriculum and interdisciplinary teaching approach under the ‘year system’ of the school to explore how core themes such as safety, ethics, professionalism, and interdisciplinary collaboration have been integrated into the Mackintosh School of Architecture’s educational framework. Furthermore, the paper evaluates the structural and curricular changes introduced in the 2024-2025 academic year, with particular attention to the implications of the ‘year system’, which aligns with the Architects Registration Board’s competency-based framework. The findings demonstrate the year system’s potential to promote pedagogical coherence through shared learning outcomes and collaborative ethos, as well as its capacity to embed applied technical knowledge and professional ethics within the design process, re-valuing its appropriateness and effectiveness as the initial education and training of architects. While the case study is based in the UK context, the implications of this research extend to international settings.</p>