Architectural education must evolve to equip students with the sustainability literacy and critical thinking needed to translate global goals into locally relevant design strategies. However, Education for Sustainable Development (ESD) frameworks often originate in Global North contexts, overlooking Indigenous Knowledge Systems (IKS) and the specific learning needs of students in South Africa and the broader Global South. At the same time, current architectural cohorts seek digitally mediated, socially meaningful learning experiences that many studio pedagogies fail to provide.