Vol. 7, Issue 2, Part G (2025)

The incorporation of sustainable practices into design courses is very necessary in order to adequately prepare the next generation of designers to address issues that are both social and environmental in nature. The purpose of this study is to evaluate the current state of sustainability within the design curriculum by analysing the common challenges, effective teaching methodologies, and best practices that have been generated from case studies conducted all around the globe. There are a number of important challenges, including but not limited to: institutional limitations, cultural hostility, budgetary constraints, and a lack of sustained practice competency among faculty members. Teaching sustainable design via project-based learning (PBL), hands-on experience, and cross-disciplinary teams are some of the most effective methods now available. The Cradle to Cradle (C2C) models, life cycle analysis, and community participation programs are some of the successful strategies that have been highlighted in case studies from institutions such as RMIT, Parsons School of Design, and University of Brighton. Other universities that have emphasised these strategies include the University of Brighton. These examples demonstrate the value of experience learning and working together as a team in the process of transmitting ideas on sustainable design. Even while we have made significant progress, there are still many things that we do not fully understand, such as the impact that sustainability education has on the long-term practices of professionals, the significance of interdisciplinary approaches, or the ways in which institutions may make sustainable resources function with the limited budgets they have available. The findings of this study underline the need of doing more research into the effectiveness of these instructional strategies and the long-term effects that sustainability education has on the design processes used by students. In order to make design schools more sustainable, it is essential to close these knowledge gaps. This will allow students to join the sector as leaders in sustainable practices and contribute to the good social and environmental change that is needed.