"During the last decades, the issue of sustainable development has brought new realities to the realm of architecture and urban design. In turn, such realities have introduced concerns like equity, responsibility, ethics and other philosophies that go beyond the functional, aesthetic and technical aspects of design. In this respect, sustainability becomes an indispensable component of the design process, requiring a large shift in attributes of thinking, values and actions among architects.Evidently, moving the design field toward a sustainable future depends on awareness, knowledge, skills and values brought by the philosophy of sustainability. In this regard, several studies have questioned how architecture education –without an explicit content and pedagogy pertaining to sustainability- can prepare students for participating in creating sustainable societies. Literature reveals that most architectural schools are still way behind realizing the essence of education for sustainability. As response, some called for restructured curricul, while others attempted to tackle sustainability in elective courses, reducing its concepts to building skills while ignoring moral, mental and societal aspects.Debates and experiences assert that education for sustainability is a whole system of inquiry. Progressive, experiential and constructivist educational approaches propose a combination of the best known about both teaching and learning together with the content, core competencies and habits of minds needed to advance in sustainable future. Given the preceding, this paper stresses the idea that architectural education for sustainability highly depends on a transformation in the moods of thinking among both teachers and learners. In other words, an integration of best pedagogical practices -that would produce critical thinkers and self-regulated life-long learners- is to be merged with the content of education for sustainability.The paper aims at drawing an operational model for integrating sustainability through embedding "sustainable thinking" as paradigm for designing as well as implementing the curriculum. It sheds light on the concepts of sustainable development needed to be viable in architectural education. Then, it proposes the notion of sustainable thinking and how it can be rooted as educational paradigm.To reach its goal, the paper combines a theoretical approach with an empirical study. A theoretical base for implementing aspects of sustainable thinking for both teaching and learning is established. Then, two different conventional courses –humanities and theories courses- are subject for applying and examining pedagogies of sustainable thinking. Results indicate possibilities for moving towards sustainable thinking for educating futures architects. Based on such results, the operational model is then drawn."