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Green buildings have gained increasing relevance and market share in recent decades. Also, higher education institutions are progressively incorporating the conceptualisation of sustainable development by greening campuses. Thus, given the construction sector relevance in climate change mitigation and the role universities have to play as models for society, the purpose of the present paper is twofold. First, the authors develop a baseline study to determine the extent to which green buildings' features and certifications are being incorporated in public Chilean higher education institutions, as a first of its kind effort in the higher education sector in Chile. Second, the authors explore the opportunities that can support the advancement of campus greening through green buildings deployment on university campuses in Chile. This study follows a qualitative strategy approach in the form of a survey design based on the UI GreenMetric World University Ranking that was administered through an online questionnaire to representatives who hold the position of Sustainability or Infrastructure Heads in public universities, which are united in the Chilean State Universities Consortium. The main findings suggest a general maturation process of green building features´ incorporation on campuses at Chilean public higher education institutions in early or transitional stages. The leading indicators relate to open space, pedestrian paths, and efficient appliances, whereas the reported performance is lower with respect to sustainability budget, zero emission vehicles, and greenhouse gas emission reduction programmes. The opportunities identified for promoting the implementation of green buildings relate to three entrenched dimensions: research, promotion, and public policy. [ABSTRACT FROM AUTHOR]

As education providers, universities play a pivotal role in developing and delivering quality education that contributes to the achievement of the "2030 Agenda for Sustainable Development" and the related "Sustainable Development Goals". Given the large impact of the built environment industry on global emissions and climate change, integrating environmental sustainability principles and architectural education is of paramount importance for the achievement of such targets. Through a systematic and comprehensive literature review, this article explores how and to what extent environmental sustainability considerations have been integrated within architecture curricula in tertiary education providers across North and South America, Europe, Asia, Africa, and Oceania, highlighting common approaches, future directions and areas that still need further development. Over 500 published refereed research outputs were analysed and 111 selected for inclusion and discussion in this article, with attention given to understanding course structures, pedagogy, relationship with design studios, types of assessment, teaching and learning technologies, and engagement of the wider architecture profession across undergraduate and graduate architecture programmes. 68% of the documents use case study methodologies to evaluate the impact of sustainability education, while theory only papers represent 15% of the total. Studies using a combination of theoretical discussions and applicative evidence are the 17% of the total. Among the case studies category, it is to be noted that the work done at course level (26%) almost equals that done at curriculum level (29%), signalling that attention has been paid to both the macro and micro scale. The research shows that more attention in the past was given to the 'what' (content and structure of courses and programmes), while more recent studies focus on the 'how' (pedagogies and implementation processes for teaching and curriculum development purposes). The latest works, on the other hand, start to be more focussed on assessing students' learning and increase active engagement, in an attempt to shape the profile of future graduates and make them ready to produce the substantial market transformation still needed to achieve environmental sustainability goals worldwide. [Display omitted] • The integration of environmental sustainability within architecture curricula. • A systematic and comprehensive literature review is conducted across continents. • Common approaches, areas to develop and future directions are highlighted. • In the past, attention in architecture curricula was given to the what and the how. • Nowadays, more attention is given to assessing students' learning and engagement. [ABSTRACT FROM AUTHOR]