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Daylighting is a strategic topic to achieve sustainable buildings, so it is more and more imperative that it is implemented in architecture curricula to prepare a new generation of daylighting-oriented practitioners. In this frame, the DAYKE project (Daylight Knowledge in Europe) was set up to explore the level of knowledge about daylighting among European professionals and students. DAYKE-Europe was replicated as DAYKE-Italy to study the knowledge of daylight standards, metrics and software among Italian architecture students, and to compare it to that observed within DAYKE-Europe. A sample of 542 questionnaires were collected in five universities. Primary outcomes were: (i) a general low level of knowledge on daylighting was observed; the most cited metrics were the average daylight factor and the geometrical window-to-floor ratio, while climate-based daylight metrics were rarely mentioned; (ii) master science M.Sc. students reported more knowledge on daylight metrics and regulations than bachelor B.Sc. students, while the implementation of daylight metrics and strategies in projects was mainly deficient among B.Sc. students; (iii) compared to European students (DAYKE-Europe), Italian students showed a higher knowledge of daylight metrics and software (especially as for M.Sc. students), while the opposite was observed for standards, regulations and protocols. Based on the results, a reconsideration of daylight education in architecture curricula is recommended.