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The integration of the Sustainable Development Goals (SDGs) into architectural education has received increasing scholarly attention; however, this discussion has largely focused on design studios, environmental design, sustainable design pedagogies, or program-level curriculum mapping. By contrast, project/construction management, construction economics, design economics, time management, and construction project management courses have received comparatively less attention as specific curricular sites for SDG-oriented integration. This study analyzes course information packages related to project/construction management in selected undergraduate architecture programs in Türkiye through an SDG-oriented curriculum mapping approach. Methodologically, the study combines document-based comparative curriculum mapping, directed qualitative content analysis, six thematic coding areas, 0–3 thematic intensity coding, and SDG alignment. The comparative analysis group consists of eight courses related to project/construction management, construction economics, design economics, time management, and construction project management. The findings show that the project/construction management core is strongly represented across all analyzed courses. Sustainability and SDG orientation are most visible in the Design Economics and Special Topics of Construction Project Management courses, while the Time Management in Building Production course stands out in relation to digital/software-supported management. The SDG alignment profile indicates strong visibility for SDG 11, SDG 4, SDG 16, and SDG 12; moderate-to-strong visibility for SDG 9; and a more indirect visibility for SDG 13 through life-cycle thinking, resource efficiency, and sustainable construction management. The original contribution of the study lies in positioning project/construction management courses as a specialized curricular field within SDG-oriented architectural education and in proposing the SDG-Oriented Project/Construction Management Education Matrix. The results suggest that project/construction management courses are not merely technical professional courses; rather, through time, cost, quality, risk, contracts, life-cycle costing, resource management, BIM, supply chains, facility operation, ethics, and applied learning, they provide a strategic curricular foundation for sustainable built environment education.
Rezaeifam et al. (Wed,) studied this question.