Integrating Geographic Information Systems (GIS) into architectural and urbanism education is increasingly recognized as a significant innovation for contemporary architectural and urban design pedagogies. Traditionally associated with geographers and urban planners, GIS is gaining traction in architecture due to its ability to integrate spatial data, visualize urban dynamics, and support evidence-based decision-making. Moreover, the increasing GIS capabilities to cross and visualize 3D geospatial data are a step forward in integrating GIS in architectural and urban design practices. This paper reviews GIS adoption in architecture curricula with comparative case studies from Portuguese and international institutions found in scientific literature. Further, it presents the personal experience of over 13 years of professional and academic experience using GIS integrated in architectural and urbanism methodological processes. GIS is analyzed as both a technological tool and a pedagogical strategy that fosters spatial literacy, critical thinking, and interdisciplinary collaboration. Despite its potential, GIS adoption in architecture remains inconsistent, with notable gaps in faculty training, infrastructure, and curricular integration. Recommendations are proposed to bridge these gaps and promote GIS as a core component of architecture and urbanism education in the digital age.