In the context of growing socio-spatial inequalities, habitat precariousness, incipient technological development, and resource overexploitation in architectural production, architecture schools in Latin America face a pressing challenge in the field of pedagogical innovation. A thorough curriculum review is required to promote an architectural education imbued with an ethic of care and common good policies. This review should be oriented towards the creation of more-than-human environments for a sustainable future. To address this need, a critical analysis of various thematic issues in the teaching/learning process of architecture has been conducted. This analysis has been contrasted with the study of three specific cases of innovative teaching experiences, allowing the identification of thematic and methodological trends in the pedagogical practice of the discipline oriented towards the socio-environmental responsibility of the profession. As a result, from an educational innovation perspective, the importance of addressing socio-environmental issues, valuing community knowledge, learning in interaction with real environments, using project-based learning to solve community problems, fostering transdisciplinary work, promoting participatory architecture, and conceiving the profession as a service to the community are highlighted. Critical thinking, mediation, and solidary commitment have been recognized as fundamental pillars for developing conscious individuals, critical and creative learners, committed citizens, and socio-environmentally responsible architects.
González et al. (Sun,) studied this question.