The study on student-centred learning for a sustainable built environment in universities employed a descriptive survey design guided by two research questions and two null hypotheses. The population comprised postgraduate (PG) and undergraduate (UG) students of 2024/2025 academic session in 5 federal universities in South-East Nigeria with a sample size of 1068 students comprising 137 PG and 931 UG students who were drawn through a convenience sampling technique. The instrument used was a structured questionnaire (QPSCLSBEU) validated by four experts in education, measurement and evaluation units while Cronbach Alpha method was used to establish the reliability index coefficient of the instrument at 0.89. The questionnaire was personally administered by the researchers with help of 10 research assistants. The research questions were answered using mean and standard deviation scores while the null hypotheses were tested using t-test statistics at 0.05 level of significance. The findings revealed among others that prioritizing theoretical knowledge without practical application, and insufficient preparation to connect theoretical concepts to real-world problems, are the challenges of student-centred learning while, creating an inclusive environment that encourages students to take risks and explore their creativity, in addition to providing opportunities for students to engage in hands-on projects and community-based initiatives are the strategies for promoting student-centred learning for sustainable built environment in universities. The study concluded that effective student-centered learning in sustainable built environment education requires a balanced approach that combines theoretical knowledge with practical application, industry-standard tools, and community engagement. The study recommended that universities should integrate practical applications with theoretical knowledge through hands-on projects, industry collaborations, and partnerships with local organizations.