Incorporating Sustainability in Architectural Education: Project-Based Learning as Impetus for Curriculum Reform at the University of Sarajevo-Faculty of Architecture

This paper is based on the premise that the integration of environmental issues is essential within the architectural education curriculum. Recognizing the influence of both global and local political, social, ecological, and economic dynamics on the urban environment, architectural practice, and education need to evolve to become more flexible and responsive. To effectively address these dynamic changes, a pedagogical tool is proposed, allowing architectural education to promptly tackle relevant and concrete issues. Particularly in societies undergoing political and socio-economic transitions such as in Bosnia and Herzegovina, the challenges of creating an adaptable curriculum are enhanced. The article presents a methodology implemented at the University of Sarajevo - Faculty of Architecture, comprising three key steps: firstly, identifying the essential sustainability issues; secondly, initiating research projects involving academic staff and relevant stakeholders; and thirdly, developing follow-up projects (Project-Based Learning) within university studios, while engaging students, teachers, and stakeholders. This pedagogical framework facilitates the implementation of gradual micro-interventions in the curriculum, ensuring its continual relevance and responsiveness to evolving socio-economic dynamics.