Integrating sustainability mindsets with the CDIO framework is crucial for advancing sustainable development of products, processes, systems, and services. Emphasising sustainability values and knowledge enhances responsible decision-making. A sustainability mindset fosters responsibility and ethical awareness for future professionals in architecture education. This study empirically investigated the integration of UNSDG 13 (Climate Action) through CDIO standards 3 and 7 in architecture education to develop sustainability mindsets among students with transformative learning activities for first-year architecture students at Singapore Polytechnic. The pilot study explored case studies of vernacular architecture and utilised transformative pedagogies such as debates and role-playing to engage students with ethical dilemmas. A thematic analysis of students’ reflections revealed emerging themes of enhanced understanding of ethical conflicts, appreciation for sustainability complexities, and preparation for ethical advocacy in (their future) professional settings. The findings underscore the effectiveness of transformative pedagogical approaches in developing key competencies related to sustainability, including value thinking, systems thinking, and integrated problem solving, thereby equipping future architects to navigate complex challenges and contribute meaningfully to sustainable development. This study contributes to the limited research on implementing CDIO in non-engineering fields (such as architecture), evidencing its potential to cultivate sustainability mindsets as an intrinsic component of architectural design.
