Olweny, M. R. O.2018-02-202018-02-202018http://hdl.handle.net/20.500.12280/464(Still in press)This paper reflects on the transition of a school of architecture to incorporate sustainability as a core of its programme. The paper offers a brief overview of the processes undertaken and outcomes of the transition to an integrated problem based learning approach, with sustainability at its core. While successful making the transition to an integrated programme with sustainability as a core part of the curriculum, this did not come without challenges. The myriad of conflicting and contradicting opinions derived from views of formal education concretised over the past century, led to resistance to anything breaking from the status quo. Resistance from students and professionals - linked to preconceived ideas of what constituted architectural education, serving to raise questions of the value of the transitional process. Nevertheless the programme serves as testament to what can be achieved with strong will power, and determination. The paper contributes to discourse on sustainability in architectural education, examining the transition taken by an architectural programme in East Africa to incorporate sustainability as a core part of its curriculum. As the first architecture programme in East Africa to seek to incorporate sustainability into its programme, this student provides some guidance on the challenges of this transition, and could serve as a benchmark for other schools seeking to make this transition.enSustainability in architectural educationIntegrated problem-based learning approachArticle