TIA – Conference 2007 1         S.B.Hosseini, Phd of Architecture Hossein Medi Phd student in Architecture and Energy Phd Dept., Faculty of architecture and Urbanism Iran University of Science and Technology 16846 Farjam Str., Narmak, Iran Phone: 009821-77240468 Email: Medi@iust.ac.ir Education in traditional curricula is achieving through utilization of mechanical sys- tems and consumption of fossil fuels while global society will confront to loss of cur- rent fuels until future decades and must rebuild their built- environment in based on renewable energies. Thus education of sustainable architecture that is established on three principles: saving in resource consumption, designing on life cycle and human design and each has own special strategies is significant. Education of sustainable architecture in Iran has proposed and taught at postgradu- ate level and the undergraduate level is only limited to introducing climatic design, passive ways, and heat loss controls and confronted social, economic, and cultural challenges. Students also need to know how is performance of elements of tradi- tional architecture and not merely their physical shapes and how do use these re- formed utilities with modern architecture and ways of conserving embodied energy, biodiversity, environmental resources and the like which are basis for sustainable architecture. According to this, solar architecture needs an appropriate education in which stu- dents should learn its fundaments and applying it in new architecture in terms of Vitruvius principles.  According to United Nation education is critical for promoting sustainable develop- ment and improving the capacity of the people to address environmental and devel- opment issues. It is also crucial for achieving environmental and ethical awareness, values and attitudes, skills and behavior consistent with sustainable development and for effective public participation in decision-making. (United Nations, 1993). In