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Building Information Modelling in building processes brings significant efficiency gains. However, its use in restoration projects is still experimental. On the other hand, more than traditional methods are needed for communication, collaboration, and shared understanding. Hence, the main research question is how to enhance these aspects in multinational projects with information transparency challenges and the need for shared understanding among stakeholders. This research aims to develop and propose a hybrid modelling approach that integrates traditional and BIM-based information process workflows through testing and evaluating to what extent BIM can be used in restoration projects without excessive efforts.

Considering this aim, the case study, the Mahmud Pasha Hammam as the heritage building, a 15th-century structure located in Serbia, was studied with the action research strategy to enable action-based learning by doing. Alongside the 2D documentation as the traditional method for the existing structure, restoration design proposals were also produced for the new additions to the heritage structure with BIM.

A new BIM use scenario was experimented with and proposed, proving BIM implementation's potential impact on heritage restoration projects. A hybrid model was developed that meets the requirements of existing regulations and specifications, where restoration proposals were visualized quickly, quantity take-off was produced, and technical drawings were generated instantly.

This hybrid modelling workflow integrates HBIM with traditional methods in restoration projects to improve communication, efficiency, and collaboration in a real-time professional project.

Following the positive call for a special issue on Architectural Pedagogies and Sustainable Development Goals (SDGs), the purpose of this overview article is to contextualise reflections on nine selected articles, within recent efforts made by professional organisations, which aspire to blend sustainable development into the collective psyche of both academics and future professionals.

This article adopts four lines of inquiry by capturing key insights on the place of sustainable design knowledge in architectural education validation and accreditation at both national and global scales; presenting analytical narratives on the recent global efforts that embrace excellence in architectural pedagogy through addressing SDGs; elucidating the two knowledge spaces, centred on pedagogy and sustainability, which are strengthened and supported by Archnet-IJAR, and offering reflections on the nine articles published in this special issue that aims at integration of the two knowledge spaces.

Contextualisation and reflective narratives offer insights into current efforts and demonstrate a clear commitment of professional organisations to embed values relevant to SDGs. Efforts of the Education Commission of the International Union of Architects and the UNESCO-UIA Validation Council of Architectural Education appear to have advanced significantly over recent years with a clear prospect for a sustainable future. The nine articles published in this special issue respond clearly to the goal of Quality Education (SDG4), but not all of them have addressed the goals related to Good Health and Well-being (SDG3) and Sustainable Cities and Communities (SDG11), and their place in architectural pedagogy. However, they take a step further to address aspects of climate change, globalisation, sustainable architecture and urbanism, social sustainability, global north/global south dialectics and decolonisation.

The findings offer opportunities to recognise efforts by professional organisations, map key pedagogical experiments into these efforts, while providing lessons learned from best practices aiming to effectively integrate SDGs into architectural pedagogy.

No serious effort has been made to articulate the integration of SDGs into architectural education at the level of research or design studio pedagogical practice. Addressing architectural pedagogies and sustainable development is predicated on the fact that there is very little written or known on integrating SDGs into architectural education and design pedagogy. Understanding, appreciating, and sharing various efforts and approaches to incorporate SDGs into architectural pedagogy is a key step towards a sustainable future.