Abstract
The pressing need to address climate change and environmentally related challenges highlights the importance of reimagining educational approaches to equip students with the skills required for innovation and sustainability. This study proposes a novel holistic pedagogic framework for architectural education that integrates biomimicry, systems thinking, and Bloom's Revised Taxonomy to advance innovation, sustainability, and transformative learning. Developed through a triangulated methodological approach-combining reflective practitioner inquiry, design-based research, and conceptual model development-the framework draws from multiple theoretical perspectives to create a cognitively structured, interdisciplinary, and ecologically grounded educational model. Bloom's Taxonomy provides a scaffold for learning progression, while the Function-Structure-Behavior (FSB) schema enhances the establishment of cross-disciplinary bridges to enable students to address complex design challenges. The framework is informed by insights from the literature and patterns observed in bio-inspired studios, student projects, and interdisciplinary workshops. These examples highlight how the approach supports systems thinking, ecological literacy, and ethical decision-making through iterative, experiential, and metacognitive learning. Rather than offering a fixed intervention, the framework is presented as a flexible, adaptable model that aligns learning outcomes with real-world complexity. It enables learners to navigate interdisciplinary knowledge, reflect critically on design processes and co-create regenerative solutions. By positioning nature as mentor, model, and measure, this pedagogic framework reimagines architectural education as a catalyst for sustainability and systemic change in the built environment.